Premium
Observational learning of conservation: When imitative practice makes nearly perfect
Author(s) -
Robert Michèle,
Fortin Andrée
Publication year - 1983
Publication title -
british journal of developmental psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.062
H-Index - 75
eISSN - 2044-835X
pISSN - 0261-510X
DOI - 10.1111/j.2044-835x.1983.tb00899.x
Subject(s) - imitation , observational learning , observational study , psychology , task (project management) , cognitive psychology , cognition , social psychology , developmental psychology , statistics , neuroscience , mathematics , mathematics education , management , economics , experiential learning
Observational learning of conservation: When imitative practice makes nearly perfect The present experiment tested the hypothesis that observational acquisition of conservation can be achieved through initial imitation. Non‐conservers, who had already completed a conservation‐related task either successfully or unsuccessfully, were exposed to a conserving model. During immediate post‐testing, one group performed conservation tasks which lent themselves to direct imitation of the model, and subsequently performed conservation tasks which did not so lend themselves. Another group performed the same two types of tasks in reverse order. Two other groups each repeated one of the types of tasks twice. Delayed post‐testing which involved both types of tasks followed one and eight weeks later. The initially competent observers always surpassed those who were less prepared. The latter persistently failed unless given optimal opportunity to practise the model's rule during immediate post‐testing. Overall, opportunity for imitative rehearsal was extremely beneficial. Because imitation promotes required mental organization, it does appear to be significant in cognitive development.