Relationship between dependency, intentional learning, and incidental learning in preschool children.

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Abstract
An adult model taught 26 high- and 26 low-dependent preschool children how to run a post office (intentional learning) and at the same time displayed various partially relevant and completely irrelevant behaviors (incidental learning). Each child 1st served as postman and then taught another child the role. The hypotheses that low-dependent Ss would show more intentional and less incidental learning than would the high-dependent Ss were confirmed at the .01 and .0005 levels, respectively. However, there was evidence that the experimental situation was more attractive to the low-dependent Ss because these children and their parents placed a higher value on achievement behavior than did the high-dependent Ss and their parents. (17 ref.) (PsycINFO Database Record (c) 2016 APA, all rights reserved)

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