Abstract
This study investigated the effects of consistent or deviant modeling cues exhibited by 0, 1, 2, or 3 successively presented models upon children’s adherence to an explicitly stated stringent standard which they had been previously taught. Ss who observed deviant social models were less likely to precisely adhere to the stated rule than those in the no-model control group, while those who observed consistent models were more likely to do so. Moreover, the pattern of results suggests that the influence of modeling cues in this situation is one of relatively precise matching rather than a generalized inhibition or disinhibition effect.
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ALLEN, M. K., & LIEBERT, R. M. Effects of live and symbolic deviant modeling cues on adoption of a previously learned standard. Journal of Personality & Social Psychology, in press.
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McMAINS, M. J., & LIEBERT, R. M. The influence of discrepancies between successively modeled self-reward criteria on the adoption of a self-imposed standard. Journal of Personality & Social Psychology, 1968, 8, 166–171.
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1. This study was supported, in part, by United States Office of Education Grant No. OEG-2-7-070002-3005 and by National Institute of Child Health and Human Development Grant No. HD 03573-01. Grateful acknowledgement is made to the administrative officials and teachers of the Metropolitan Nashville School System, without whose generous cooperation this research would not have been possible. The assistance of Margaret Hanratty, Richard King, Frances Owen, Robert Robbins, and Louise White is also acknowledged.
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Hill, J.H., Liebert, R.M. Effects of consistent or deviant modeling cues on the adoption of a self-imposed standard. Psychon Sci 13, 243–244 (1968). https://doi.org/10.3758/BF03342504
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DOI: https://doi.org/10.3758/BF03342504