| Abstract: | Three experiments were conducted with kindergarten, second-grade, and fourth-grade children (N = 208) which investigated whether modelling of unreinforced behavior exerts control over childrens' behavior by providing information concerning other types of behavior more likely to be reinforced or by creating social demands for imitation. After learning that reinforcement was available, children observed an adult model emit a reinforced response or an unreinforced response and then remain to monitor the child's subsequent behavior or leave the situation. Compared to a no-model control, all children except kindergarten girls emitted more reinforced responses after observing the model being reinforced. Only second-grade children, however, showed performance changes after observing the unreinforced model. Second-grade children also only performed what they learned when the unreinforced model was not present. Conclusions were that the unreinforced behavior of the model serves not only as a source of information but also as a cue for unreinforced imitation. |
