Mode and type of toy elaboration training on kindergartners' retention and transfer learning |
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| Affiliation: | 1. Department of Mass Communication, Winona State University, P.O. Box 5838, 175 West Mark Street, Winona, MN 55987, United States;2. Department of Communication, University of Connecticut, Storrs, CT 06269-1259, United States;1. Department of Psychology and Neuroscience, Baylor University, Waco, TX, United States;2. Rotman Research Institute and Department of Psychology, Baycrest Centre, Toronto, Canada;3. Department of Psychology, University of Toronto, Toronto, Canada;4. Department of Psychology, Trent University, Peterborough, Canada;5. Department of Psychiatry, University of Toronto, Toronto, Canada;1. Psychology Department, University of Toronto, 100 St. George Street, Toronto, ON M6S 3G3, Canada;2. Rotman Research Institute, Baycrest Health Sciences, 3560 Bathurst Street, Toronto, ON M6A 2E1, Canada |
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| Abstract: | The influence of vicarious versus direct learning modes and the type of elaboration training on retention and transfer learning were studied. Thirty-six kindergartners were instructed to visually or verbally elaborate paired toys through direct participation, and 36 classmates learned through observation of their peer model. No improvement in assoviative learning was found due to direct participation: Retention by the model and observer was equivalent for each type of elaboration. The visual quality of the model's toy elaborations produced significant effects on both retention and transfer learning, and visual-verbal modeling increased learning numerically more than visual modeling alone. The results were discussed in terms of a social learning view of observational learning. |
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