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- W37568376 abstract "The importance of imitation in the social development of young children has been so widely emphasized as to become axiomatic in the literature of psychology and education (Baer & Sherman, 1964; Bandura & Walters, 1963; Gewirtz & Stingle, 1968; N.E. Miller & Dollard, 1941; Mowrer, 1960; R.F. Peterson, 1968; Piaget, 1951). Recently, increased attention has been directed toward investigating the role of peer imitation during early childhood (Apolloni & Cooke, 1975; Hartup, 1970,1978). Much of this work has been motivated by a conceptualization of peer imitation as a potentially powerful instructional resource which educators have yet to fully utilize in a systematic manner (Guralnick, 1976; Snyder, Apolloni, & Cooke, 1977). Peer imitation may be valuable along both quantitative and qualitative dimensions. Quantitatively speaking, it is clear that utilizing children as teachers represents a means of increasing the available instructional personnel in the classroom (V.L. Allen, 1976). Qualitatively, there is evidence that under some conditions children may be more effective instructional models than adults (Barry & Overman, 1977; Becker & Glid-den, 1979; Nordquist, 1978; Rubenstein & Howes, 1976). The purpose of our chapter will be to delineate the major findings of the basic and developmental research on peer imitation, and to review the efforts of several researchers, including ourselves, to develop therapeutic techniques based on peer imitation for use in instructional contexts. Additionally, we will suggest further steps in the development of an instructional technology based on peer imitation, and relate the importance of such a technology to current trends in educational-service delivery." @default.
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- W37568376 date "1981-01-01" @default.
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- W37568376 title "Utilization of Peer Imitation in Therapeutic and Instructional Contexts" @default.
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- W37568376 doi "https://doi.org/10.1007/978-1-4899-2180-2_3" @default.
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