Observational learning of rule-governed behavior by children.
暂无分享,去创建一个
[1] Ted L. Rosenthal,et al. Modeling by Exemplification and Instruction in Training Conservation. , 1972 .
[2] E. Tulving. Subjective organization in free recall of "unrelated" words. , 1962, Psychological review.
[3] T. Rosenthal,et al. Social Transmission of Grammatical Parameters. , 1972 .
[4] J. Guilford,et al. The nature of human intelligence. , 1968 .
[5] A. Bandura,et al. INFLUENCE OF MODEL'S REINFORCEMENT CONTINGENCIES ON THE ACQUISITION OF IMITATIVE RESPONSES. , 1965, Journal of personality and social psychology.
[6] T. Rosenthal,et al. Process and Products of Modeling in Observational Concept Attainment. , 1973 .
[7] S. Hekken. The influence of verbalization on observational learning in a group of mediating and a group of non-mediating children. , 1969 .
[8] R. Debus. Effects of Brief Observation of Model Behavior on Conceptual Tempo of Impulsive Children. , 1970 .
[9] B. Zimmerman,et al. Effects of Modeling and Reinforcement on the Acquisition and Generalization of Question-Asking Behavior. , 1972 .
[10] T. Rosenthal,et al. Instructional Specificity and Outcome-Expectation in Observationally-Induced Question Formulation. , 1972 .
[11] R. Liebert,et al. Association and abstraction as mechanisms of imitative learning. , 1971 .
[12] R. Liebert,et al. Effects of Rule Structure and Training Method on the Adoption of a Self-Imposed Standard. , 1969 .
[13] G. M. White,et al. Initial probability, rehearsal, and constraint in associative class selection , 1972 .
[14] L. Festinger. Informal social communication. , 1950, Psychological review.
[15] Ray L. Huff,et al. Effects of age and rule familiarity on the production of modeled language constructions. , 1969 .
[16] P. Lamal,et al. Imitation learning of information-processing☆ , 1971 .
[17] J. Freedman. Long-term behavioral effects of cognitive dissonance. , 1965 .
[18] Albert Bandura,et al. Observational learning as a function of symbolization and incentive set. , 1966 .
[19] M. Gerst,et al. Symbolic Coding Processes in Observational Learning. , 1971 .
[20] R. Liebert,et al. Effects of Rule Structure and Reward Magnitude on the Acquisition and Adoption of Self-Reward Criteria , 1967, Psychological reports.
[21] B. Zimmerman,et al. Observer Verbalization and Abstraction in Vicarious Rule Learning, Generalization, and Retention. , 1972 .
[22] P. Cowan,et al. Social learning and Piaget's cognitive theory of moral development. , 1969, Journal of personality and social psychology.
[23] T. Rosenthal,et al. Observationally induced changes in children's interrogative classes. , 1970, Journal of personality and social psychology.
[24] T. Rosenthal,et al. Separate Model Versus Experimenter as Model in Vicarious Concept Attainment. , 1972 .
[25] W. Hartup,et al. Age and verbalization in observational learning. , 1969 .
[26] B J Zimmerman,et al. Modeling influences on children's creative behavior. , 1973, Journal of Educational Psychology.
[27] W. Hillix,et al. Response strengthening by information and effect in human learning. , 1960, Journal of experimental psychology.
[28] T. Rosenthal,et al. Vicarious acquisition of a simple concept with experimenter as model , 1971 .
[29] M. Rosenbaum. The effect of verbalization of correct responses by performers and observers on retention. , 1967, Child development.
[30] E. Mavis Hetherington,et al. Modification of Impulsive and Reflective Cognitive Styles through Observation of Film-Mediated Models. , 1971 .
[31] T. Rosenthal,et al. Demonstration versus instructions in concept attainment by mental retardates. , 1973, Behaviour research and therapy.
[32] A. Bandura,et al. Social learning and personality development , 1964 .
[33] Milton E. Rosenbaum,et al. The effects of extraneous response requirements on learning by performers and observers , 1967 .
[34] R. Liebert,et al. Effects of Symbolic Verbalization by the Model on Children's Observational Learning , 1971, Perceptual and Motor Skills.
[35] J. Schumaker,et al. Training generative verb usage by imitation and reinforcement procedures. , 1970, Journal of Applied Behavior Analysis.
[36] T. Rosenthal,et al. Observation, repetition, and ethnic background in concept attainment and generalization. , 1972 .
[37] T. Rosenthal,et al. Factors in vicarious modification of complex grammatical parameters. , 1972 .
[38] R. Odom,et al. The effects of modeling cues, reward, and attentional set on the production of grammatical and ungrammatical syntactic constructions. , 1968, Journal of experimental child psychology.
[39] T. Rosenthal,et al. Organization, Observation, and Guided Practice in Concept Attainment and Generalization. , 1973 .
[40] T. Rosenthal,et al. Concept attainment, transfer, and retention through observation and rule-provision. , 1972, Journal of experimental child psychology.
[41] T. Rosenthal,et al. Concept Attainment, Generalization, and Retention through Observation and Verbal Coding. , 1972 .
[42] D. Baer,et al. An experimental analysis of linguistic development: the productive use of the plural morpheme. , 1968, Journal of applied behavior analysis.
[43] L. E. Bourne,et al. Human conceptual behavior , 1966 .
[44] Albert Bandura,et al. Role of Symbolic Coding and Rehearsal Processes in Observational Learning. , 1973 .
[45] Elliot Aronson,et al. Effect of the severity of threat on the devaluation of forbidden behavior. , 1963 .
[46] G. M. White. Immediate and deferred effects of model observation and guided and unguided rehearsal on donating and stealing. , 1972, Journal of Personality and Social Psychology.
[47] T. Rosenthal,et al. Incentives versus instructions in transmitting grammatical parameters with experimenter as model , 1970 .
[48] J P Flanders,et al. A review of research on imitative behavior. , 1968, Psychological bulletin.
[49] A. Bandura,et al. Modification of syntactic style. , 1966, Journal of experimental child psychology.
[50] R. Willoughby,et al. Observational Learning: The Effects of Age, Task Difficulty, and Observers' Motoric Rehearsal. , 1971 .
[51] G. Mandler. Organization and Memory , 1967 .
[52] A. Bandura. Principles of behavior modification , 1969 .
[53] A. Bandura. Vicarious Processes: A Case of No-Trial Learning1 , 1965 .
[54] R. Liebert,et al. Abstraction, Inference, and the Process of Imitative Learning. , 1971 .
[55] A. Bandura,et al. INFLUENCE OF SOCIAL REINFORCEMENT AND THE BEHAVIOR OF MODELS IN SHAPING CHILDREN'S MORAL JUDGMENTS. , 1963, Journal of abnormal psychology.
[56] B. Gray,et al. Programmed conditioning of linguistic competence. , 1970, Behaviour Research and Therapy.
[57] G. M. White,et al. Some effects of observing a model's reinforcement schedule and rate of responding on extinction and response rate , 1973 .
[58] M. Harris,et al. Some factors affecting the complexity of children's sentences: The effects of modeling, age, sex, and bilingualism , 1972 .
[59] W. Mischel,et al. Effects of discrepancies between observed and imposed reward criteria on their acquisition and transmission. , 1966, Journal of personality and social psychology.
[60] A. Bandura,et al. A COMPARATIVE TEST OF THE STATUS ENVY, SOCIAL POWER, AND SECONDARY REINFORCEMENT THEORIES OF IDENTIFICATORY LEARNING. , 1963, Journal of abnormal psychology.
[61] P. R. Laughlin,et al. Information-processing in children as a function of adult model, stimulus display, school grade, and sex. , 1969, Journal of educational psychology.
[62] D. Rosenhan,et al. Preaching and practicing: effects of channel discrepancy on norm internalization. , 1968, Child development.
[63] J. Bruner,et al. Studies In Cognitive Growth , 1966 .
[64] A. J. Wheeler,et al. Operant training and generalization of a verbal response form in a speech-deficient child. , 1970, Journal of applied behavior analysis.