Argues that in research on the effects of modeling, models must be analyzed as a random factor in order to avoid a positive bias in the results. The concept of a random factor is discussed, worked examples are provided, and a practical solution to the problem is proposed. (JMB)

Children's sharing and helping behaviors were observed after they had seen an adult who modeled donation behavior and/or who preached either about the importance of sharing or about the importance of helping others. (Author/JMB)

A hypothesized developmental sequence of agent use in pretending was tested in 36 infants between 14 and 24 months of age and was compared with the development of object permanence. (JMB)

This study examined the effects of two types of social modeling on the referential communication performance of 72 children in grades K, 2, and 4. Findings were discussed in relation to the process of referential communication development. (JMB)

Investigated both immediate and delayed effects of two training procedures on the listener behavior of first grade children in a referential communication setting. The effects of variations in the presence and absence of (1) a plan for effective listening and (2) modeling of appropriate listener behavior were assessed. (Author/JMB)

Examined the influence of both peer and adult models who displayed either consistent, conflicting, or inconsistent moral judgments on the moral judgments and explanations of first graders. The influence of rationale provision was also assessed. (Author)

First- and third-grade children were tested under six different instruction conditions which varied in how explicitly they cued a rehearsal strategy in a self-paced sequential-memory task. The type of strategy adopted was monitored with study time and overt verbalization measures. (JMB)