Effects of Observational Learning, Overt Activity, and Class Placement on Children's Mediated Associative Learning.

The present study investigated the effects of instructional training on the generation and use of imaginal- or verbal-associative-learning mediators by third-grade children. Instructional training was based on modeling (active practice) or observation of the generation of associative-learning mediators. Ss (N = 40) served both as models (active generators) and observers of mediated associative-learning responses, alternating on successive trials of the task. Verbal-mediation responding resulted in significantly more effective mediator use and recall performance than did imagery or control responding; this effect interacted with class placement. No difference was found between the modeling and observing conditions, indicating that both are effective in promoting mediated associative learning in young children.