A field experiment with intact classes compared training through lecture alone versus presenting equivalent information in part by lecture and in part by modeling demonstrations. Beginning third-graders received ten; lessons on college-level introductory psychology material. Although all conditions were initially comparable, only the demonstration group improved significantly from pre- to posttesting, unlike the lecture group which did not change, or the controls who declined significantly. The predicted superiority of observed demonstrations in teaching was further supported by attitude data showing more favorable reactions by the demonstration Ss to their learning experiences.
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White et al. (1974) studied this question.