Affiliation:
1. University of Wisconsin - Stevens Point
Abstract
School children in Grades 1, 3, 5, 9, and 12 were introduced to a novel learning task, a pencil maze, and given two models to observe. The exact sequence of responses the female model used was not observable, only the model's speed through the maze. Observing the speed of the model significantly affected speed of the S. There were no significant interactions between speed and grade, sex, or trials.
Cited by
1 articles.
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