Gerald R. Adams

Physical and Interpersonal Attractiveness of the Model and Imitation in Adults

The influence of physical attractiveness and warmth of a model on imitation and social perception in adults was assessed in this study with the use of 108 male and female college students. The Ss were randomly paired with a model who, depending on experimental conditions, was either a male or female, of high or low facial attractiveness, and who interacted with the S in a warm or cold manner. The Ss were then placed in a task situation which provided an opportunity to imitate the model, after which the Ss were asked to rate their experience and the models personality. Warmth of the model was a more influential determinant of imitation, personality rating, and experience than physical attractiveness. However, the warmth affect was influenced by sex of the model and sex of the S. Possible explanations for the warmth effect were explored.

An Investigation of Differential Reinforced Imitation Training on Imitative Behavior

Abstract The function of reinforcement as a performance versus a learning variable was examined with the use of a number of varying imitation training conditions. Forty white and 40 black Ss were used. The analysis consisted of five 2 (Testing Situation) × 2 (White versus Black children) × 8 (Training Conditions) factorials with the use of an analysis of variance technique. The results question the hypothesis that reinforcement is only a performance variable. Partial support is provided for the assumption that imitative behavior may be maintained through similarity of responding where imitation has been acquired through a strong history of reinforcement for imitation. Few racial differences were discovered.

A Partial Test of the “Contiguity” and “Generalized Imitation” Theories of the Social Modeling Process

Summary Imitative behavior was studied with the use of 36 kindergarten children who were either reinforced or not reinforced for imitative behavior prior to observing a male model exhibit aggressive behaviors. The children were tested for imitative aggressive behaviors in an eight-minute free-play situation, by means of a five-category rating scale. The results revealed that the reinforced group emitted significant more physical, verbal, and nonimitative aggression than the nonreinforced group. A second test examined the retention of the models aggressive behavior under an incentive condition. The incentive condition diminished the initial differences found in the first test, revealing a nonsignificant difference between the reinforced and nonreinforced groups. Hence, the study provided support for both the “contiguity” and “generalized imitation” theories of social modeling.