Abstract
DENNEY, DOUGLAS R. Modeling Effects upon Conceptual Style and Cognitive Tempo. CHILD DEVELOPMENT, 1972, 43, 105--119. Analytic and relational second-grade males observed a female adult model performing a conceptual task. The modeling conditions difered along 2 cognitive style dimensions: analytic versus relational conceptual style, and reflective versus impulsive cognitive tempo. The performance of the Ss demonstrated that the conceptual style and cognitive tempo of the model changed the styles and tempos of the Ss and that these effects generalized to independent tasks. Finally, asymmetry was noted in the effects of the conceptual style models upon Ss' conceptual styles: relational models produced more absolute change on an immediate posttest, while analytic models produced more permanent change as revealed through a delayed follow-up test.
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