Observational Learning of a Verbal Discrimination

Abstract

The purpose of the present study was to determine whether second-grade children could learn a verbal discrimination by observing an adult female model associate one algebraic symbol with past-tense words (e.g., watch ed) and a second symbol with present-participles (e.g., walk ing). Exposure to the model produced rapid acquisition of the verbal discrimination without the use of either overt practice or extrinsic reinforcement.