Process and Products of Modeling in Observational Concept Attainment.

Observationally induced concept acquisition and generalization were studied in 132 second graders, using a clustering task never correctly performed in baseline (or subsequently by untrained controls). Presenting the terminal clusters without demonstrating the process of cluster formation produced appreciable concept attainment, but less than did live modeling. Verbal coding that labeled the color and object class of stimuli was no more effective than a code alluding to each stimulus dimension, but both these combinations surpassed modeling with no, or a weak, verbal code. A group trained by a spoken summary of the concept performed as well as the stronger combinations of observation plus coding. [ABSTRACT FROM AUTHOR]