SOCIAL LEARNING AND COGNITIVE DEVELOPMENT: MODELLING EFFECTS ON CHILDREN'S UNDERSTANDING OF CONSERVATION

Abstract

Cognitive limitations of social learning were studied in 120 children. On the basis of a pre‐test of conservation of substance, children were described as conservers, partial conservers or nonconservers. Next, each child observed either a conserving, mixed or non‐conserving model perform in a standard Piagetian conservation task via videotape. A post‐test followed. Results indicated that the extent of post‐modelling behaviour change was related to the child's initial developmental level. Children who observed a non‐conserving model failed to regress in their understanding of conservation. These data suggest that positive effects of modelling are predictable according to initial cognitive level.

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