Effects of live and symbolic deviant-modeling cues on adoption of a previously learned standard.

Effects of Vicarious Consequences on Imitative Performance

“…The basic assumption of an informational analysis of imitation (Allen & Liebert 1969) is that observation of a model provides cues about the content of appropriate responses. One major way in which observation of another person can furnish informative cues is through the reactions which the modeled behavior produces from others.…”

Reducing the influence of an aggressive model: The restraining effects of discrepant modeling cues.

“…First, informal observation indicates that aggressive models are not always successful in converting tense situations into overtly violent ones, and that in many cases, this is due to the presence on the scene of individuals who both demonstrate and urge restraint (i.e., nonaggressive models). Second, the results of several recent experiments conducted with young children (e.g., Allen & Liebert, 1969;Bandura, Grusec, & Menlove, 1967;McMains & Liebert, 1968) suggest that the influence of one social model on the behavior of observers may be markedly reduced by their subsequent exposure to a second model who acts in a distinctly different manner. Considered together, these observations and findings suggest that the presence of nonaggressive models may often serve to counteract the negative influence of an aggressive model.…”

Effectiveness of Prompts and Models on Food Composting by Restaurant Patrons

“…From a young age, children have been found to imitate adults (e.g, Dubanoski & Parton, 1971a), and peers (e.g., Owens & Ascione, 1991). Modeling can be used to change children's behaviour from what they previously learned (Allen & Liebert, 1969), as well as encouraging them to donate money to charity (Dressel & Midlarsky, 1978), distribute rewards equally (Crott, Oldigs, Reihl, & Wender, 1979), to share (Liebert & Fernandez, 1970), or become more aggressive (Dubanoski & Parton, 1971b). Even a child who is apparently friendless can act as an effective model for the learning of prosocial behaviour (Liebert, Fernandez, & Gill, 1969).…”