Bandura and Mischel changed the delay orientation of children by exposing them to adult models who displayed opposite delay orientations. In the present study these findings were extended to a young prison inmate population. Forty 18-to 20-year-old inmates who demonstrated immediate gratification orientations served as subjects. Two older inmates with prestigious work details were models. Two measures of delay of gratification were used at all three phases (premeasure, postexposure to model, and follow-up) of the study: a series of 14 choices between something they could have immediately, or something more valuable for which they would have to wait, and a hypothetical moneysaving measure. Subjects actually received either an immediate or delayed reward at each of the three phases, and the effect of this differential reinforcement was assessed as well. Exposure to high-delay peer models did increase delaying behavior, and the effect was maintained 4 weeks later. This increase in delay of gratification did generalize to two levels of the money-saving measure. Differential reinforcement was found to have no systematic effect. Thus, further support for the social learning view of the acquisition of selfcontrolling behavior was found. Implications for behavior modification with juvenile delinquents were found as well.

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Adolescents surveyed 100 nondrinking peers directly in their communities utilizing a 13-item, structured, behavior analysis questionnaire designed to assess the influence of models, self-control, and reinforcement on learning not to drink. Results suggest that parents and other adults who did not drink had a strong influence on these youth. Several effective modes of self-control were discovered and these 100 teenagers revealed assertiveness skills in saying “no” to peer pressures to drink. In addition, self-reinforcement (being proud) seemed to play a role. Results are compared to those in two previous studies of adolescents who were drinkers. The possible utilization of nondrinking, non-drug taking adolescents as “teachers” in drug education and prevention programs is discussed.

This paper reports the use of learning principles in the crisis intervention of a hospitalized, anorexic patient. An uncle's attention was made contingent on improved eating behavior. A reversal of weight trend with improved cooperation was achieved.

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