Effects of brief exposure to symbolic model behavior on the information-processing strategies of internally and externally oriented children

Conducted a study with 120 externally and 120 internally oriented 4th graders (as measured by the Intellectual Achievement Responsibility Scale) to examine the modifiability of children's information-processing strategies. Ss observed a constraint-seeking model or a change (contrasting response patterns) model which provided either minimal or augmented verbal cues and associated reinforcement contingencies. Ss in augmented modeling conditions required fewer questions to reach a solution and asked a higher proportion of constraint-seeking questions relative to the nonaugmented and no-model control groups. The effects of augmentation were more pronounced for the constraint-seeking than for the change model. Internals in augmented conditions required fewer questions to solution and asked a higher proportion of constraint-seeking questions than did externals, but there were no significant differences between internals and externals in nonaugmented conditions. The major findings on the immediate posttest were maintained on a transfer task administered 1 wk later, demonstrating the short-term stability and generality of the modeling effects. (16 ref)