A review of research on imitative behavior.

Flanders, James P.

doi:10.1037/h0025721

Cited by 240 publications

(108 citation statements)

References 153 publications

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“…These results suggest that the effects of teacher role modelling may be attenuated in intervention programmes where peers model incompatible behaviours (eg by eating other snacks rather than fruit and vegetables). Research has also shown, in contexts other than that of food consumption, that children are more likely to imitate a model whose behaviour they see being rewarded (Flanders, 1968), or who is of the same age or slightly older than themselves (Brody & Stoneman, 1981), or who they like or admire (Bandura, 1977). They are also more likely to imitate the behaviour of multiple rather than single models (Fehrenbach et al, 1979).…”

Section: Introductionmentioning

confidence: 99%

Effects of a peer modelling and rewards-based intervention to increase fruit and vegetable consumption in children

et al. 2004

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Objective: To measure children's consumption of, and liking for, fruit and vegetables and how these are altered by a peer modelling and rewards-based intervention. Design: In this initial evaluation of the programme, children's consumption of fruit and vegetables were compared within and across baseline and intervention phases. Setting: Three primary schools in England and Wales. Subjects: In total, 402 children, aged from 4 to 11 y. Intervention: Over 16 days, children watched six video adventures featuring heroic peers (the Food Dudes) who enjoy eating fruit and vegetables, and received small rewards for eating these foods themselves. Main outcome measures: Fruit and vegetable consumption was measured (i) in school at lunchtime and snacktime using a fivepoint observation scale, with inter-rated reliability and weighed validation tests; and (ii) at home using parental recall. A questionnaire measured children's liking for fruit and vegetables before and after the intervention. Results: Consumption during the intervention was significantly higher than during baseline at lunchtime and at snacktime (Po0.001 in all instances). Consumption outside school was significantly higher during the intervention on weekdays (Po0.05) but not weekend days. Following the intervention, children's liking for fruit and vegetables also showed a significant increase (Po0.001). Conclusions:The peer modelling and rewards-based intervention was shown to be effective in bringing about substantial increases in children's consumption of, and expressed liking for, fruit and vegetables.

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Section: Introductionmentioning

confidence: 99%

Effects of a peer modelling and rewards-based intervention to increase fruit and vegetable consumption in children

et al. 2004

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“…This has been shown to be particularly effective when the model has his or her behaviour rewarded (Flanders, 1968), is the same age or slightly older than the child (Brody and Stoneman, 1981), and is liked or admired by the child (Bandura, 1977). The likelihood of imitation is also increased with the use of multiple as opposed to single models (Fehrenbach et al, 1979).…”

Section: Introductionmentioning

confidence: 99%

Increasing children's fruit and vegetable consumption: a peer-modelling and rewards-based intervention

et al. 2004

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Objective: To evaluate a peer-modelling and rewards-based intervention designed to increase children's fruit and vegetable consumption. Design: Over a 5-month period, children in an experimental and a control school were presented with fruit and vegetables at lunchtime. Children aged 5-7 y also received fruit at snacktime (mid-morning). The intervention was implemented in the experimental school and levels of fruit and vegetable consumption were measured at baseline, intervention and at 4-month follow-up. Setting: Two inner-city London primary schools. Subjects: In total, 749 children aged 5-11 y. Intervention: Over 16 days children watched video adventures featuring heroic peers (the Food Dudes) who enjoy eating fruit and vegetables, and received small rewards for eating these foods themselves. After 16 days there were no videos and the rewards became more intermittent. Main outcome measures: Consumption was measured (i) at lunchtime using a five-point observation scale; (ii) at snacktime using a weighed measure; (iii) at home using parental recall. Results: Compared to the control school, lunchtime consumption in the experimental school was substantially higher at intervention and follow-up than baseline (Po0.001), while snacktime consumption was higher at intervention than baseline (Po0.001). The lunchtime data showed particularly large increases among those who initially ate very little. There were also significant increases in fruit and vegetable consumption at home (Po0.05). Conclusions: The intervention was effective in bringing about substantial increases in children's consumption of fruit and vegetables.

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“…Most social influence research, whether involving conformity (e.g., Cooper, 1979;Thelen, Frautschi, Roberts, Kirkland, & Dollinger, 1981), compliance techniques (e.g., Cialdini, 2001), or modeling (e.g., Bandura, 1986;Flanders, 1968), has been concerned with influence in the positive direction, that is, with factors that make it more likely a person will adopt an attitude or perform a behavior similar to that of others (hereafter referred to as positive modeling). Although the reasons model-observer similarity augments positive modeling are not fully understood, informational and normative influences are likely involved.…”

mentioning

confidence: 99%

Positive and Negative Opinion Modeling: The Influence of Another's Similarity and Dissimilarity.

Hilmert¹,

Kulik²,

Christenfeld³

2006

Journal of Personality and Social Psychology

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Modeling research that has focused on the effects of observing similar others appears to have underestimated the influence of observing dissimilar others. Two experiments demonstrated that observing a model express liking for a piece of music induced more favorable opinions of the music (positive modeling) when the model was similar to the participant observer in relevant opinions, and more negative opinions (negative modeling) when the model was dissimilar to the participant in relevant opinions. Of note, this pattern was more pronounced when participants also believed their general backgrounds were dissimilar rather than similar to that of the model. Underlying social comparison processes and the mediational role of participants' liking of the model are considered.

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A review of research on imitative behavior.

Cited by 240 publications

References 153 publications

Effects of a peer modelling and rewards-based intervention to increase fruit and vegetable consumption in children

Effects of a peer modelling and rewards-based intervention to increase fruit and vegetable consumption in children

Increasing children's fruit and vegetable consumption: a peer-modelling and rewards-based intervention

Positive and Negative Opinion Modeling: The Influence of Another's Similarity and Dissimilarity.

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