Effects of Being Imitated on the Behavior of Preschool Girls and Boys

Abstract

21 preschool girls and 21 boys were seated individually at a box with six holes in the top surface and presented the following conditions: Baseline—a child dropped marbles one-at-a-time in any holes he wished; Imitation—a child and E alternated responding, with the latter imitating S if he dropped his marbles at a hole previously designated for Imitation; and Nonimitation—continued alternation of responding with E dropping marbles in a prearranged random order. Both boys and girls responded significantly above chance when they were imitated and there was no significant difference in the effectiveness of being imitated as a reinforcer between boys and girls.