ABSTRACT
The acquisition of imitative responses under the latter conditions appears to be accounted for more adequately by a contiguity theory of observational learning. Some suggestive evidence that the acquisition of matching responses may take place through contiguity, whereas reinforcements administered to a model exert their major influence on the performance of imitatively learned responses, is provided in a study in which models were rewarded or punished for exhibiting aggressive behavior. The number of different physical and verbal imitative responses emitted spontaneously by the children constituted the performance measure. It is evident from the differences reported separately for boys and girls, that the significant effect of the model's reinforcement contingencies is based predominantly on differences among the girls' subgroups. It is evident, however, that contemporaneous reinforcements are unnecessary for the acquisition of new matching responses.
