Acquisition of concepts by TMR children as a function of type of modeling, rule verbalization, and observer gender

Abstract

A four-factor repeated measures design was established in order to determine (a) whether or not TMR children could acquire a novel rule-governed concept via modeling and (b) the effects of type of modeling demonstration, verbal rule provision, and observer gender on concept matching and transfer by TMR children. Twenty-four male and 24 female TMR children (mean IQ=44 and mean MA=5.67 years) were divided into four groups each equated by stratified assignment on IQ and MA. One male and one female group were randomly selected to observe a live female model present (a) massed-demonstration trials while verbalizing the concept, (b) massed trials without the concept being verbalized, (c) distributed-demonstration trials with the conceptual verbalization, and (d) distributed trials without conceptual verbalization. Subjects were then presented with three transfer tasks, each subsequently requiring a greater degree of generalization from the demonstration task. It was found that TMR children could acquire and transfer the complex concept via modeling. Distributed demonstrations yielded better initial response matching, while massed demonstrations led to better transfer. Rule provision facilitated transfer for massed-demonstration groups and facilitated matching for the male distributed-trials groups.