In contrast to predictions of the information analysis approach, the amount of vicarious consequences did not affect preschoolers' recall of modeled behavior, while the type of vicarious consequences did have a differential effect. (DP)

Five male preschool children were studied to determine the extent to which the generalized motor imitation model applies to vocal imitation. The use of a reinforced-imitation condition produced a systematic increase in verbal matching responses among three of the five children, which is consistent with previous studies. (SW)

Assessed whether the effects of vicarious reinforcement and observational learning were maintained and controlled by contingencies of reinforcement among six Japanese preschool children. Findings suggest that some effects of vicarious reinforcement and simple modeling were not maintained without direct reinforcement. (RH)

Investigates the degree to which nursery school and second grade children imitated one of two adult models. The variables of interest are (1) extent that the models had been differentiated as to proportion of reinforcement previously delivered by each, and (2) whether the model had previously reinforced imitations. (DP)

Findings support the hypothesis that sharing behavior, as indexed by amount shared, is higher in children who observe a selfish model being punished than in children in the baseline group. (Authors/CB)

Two experiments investigated the effects of physical contact imitative training and verbal contact imitative training on the degree to which first and second graders exhibited generalized imitative affectionate and aggressive behavior. The effects of punishment as well as extinction on imitative behavior were analyzed. (DP)

Three experiments were conducted with elementary school students which investigated whether modelling of unreinforced behavior influenced children to perform that behavior. Results indicated that the unreinforced behavior of the model serves both as a source of information and as a cue for unreinforced imitation. (DP)

Preschool children who did not group a set of geometric stimuli according to complete similarity on a pretest were taught classification wither in a modeling or in a reinforcement condition. Modeling was found to be an effective means of teaching classification behavior. (ST)