Abstract
Fourth-, fifth-, and sixth-grade children were trained and tested in a multiple-choice learning situation under both performance (guessing with knowledge of results) and observation (watching the performer) conditions. Although the observer superiority previously found for college students and grade-school children did not occur, there was a reliable trend in that direction from the fourth to the sixth grade.
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References
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The project reported herein was supported by a grant from the U.S. Office of Education, Department of Health, Education and Welfare. The opinions expressed herein, however, do not necessarily reflect the position or policy of the U.S. Office of Education, and no official endorsement by the Office of Education should be inferred. We wish to express our gratitude to Dr. Robert C. Shaw, Superintendent, and Dr. Harold E. Steere, Assistant Superintendent, of the Columbia Public School System; to Mr. Bob Lincoln, Principal of the Russell Boulevard School: and to the teachers, Mrs. Moen, Mrs. Scott. Mrs. Wilcox. Mrs. Clayton, Mrs. Chastain, and Mrs. Rogers.
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Marx, M.H., Marx, K. Observation vs performance in learning over the fourth to sixth grades. Psychon Sci 21, 199–200 (1970). https://doi.org/10.3758/BF03332441
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DOI: https://doi.org/10.3758/BF03332441