Focusing on imitation in the dyad, where 1 observer (0) imitates 1 model (M), this review concerns causal relations between M's behavior and O's imitation of M's behavior. First, findings are reviewed in a manner relatively independent of processes hypothesized to mediate imitation; then theoretical viewpoints about imitation are evaluated. An extension of the best available viewpoint, that of Bandura, is presented. Finally, gaps in the literature are enumerated along with suggestions for subsequent research.

Results of a 2 X 2 factorial experiment with 180 male college students replicated previous findings concerning the main effects of the independent variables of group discussion and familiarization upon shifts in risk-taking dispositions and revealed a significant interaction between these variables, indicating that group discussion produces risk-taking shifts among unfamiliarized Ss but has no effect upon familiarized Ss. Predictions concerning this interaction based upon previously elaborated explanations of the risky shift effect in terms of group processes (responsibility diffusion and interpersonal influence) were unconfirmed. The observed risky shifts can be interpreted in terms of a process of increased comprehension, which is theorized to be the outcome of interpolated familiarization or discussion procedures. '•This research was partially supported by a Public Health Service Predoctoral Fellowship (NH-32,672) awarded to the senior author and is based upon a master's thesis submitted to Vanderbilt University. The authors are indebted to Norman E. Wheeler for facilitating the computer analysis of the results.

No abstract

In light of the failure of most attempts to replicate the original demonstration of potent teacher expectancy effects by Rosenthal and Jacobson (1968), the following study was performed. Within each of ten first grade classes for educationally deprived students, one half of the pupils were pretested with the Cognitive Abilities Test (CAT) and were then randomly assigned to an experimental or control group. Three weeks after the pretesting, teachers received reports stating that pupils in the experimental group had hidden academic potential and might show academic gains during the school year. Pupils were retested with the CAT six months later. Although the experimental group tended to make greater gain scores (as measured by IQ and raw scores) on the CAT (p < .10), no significant differences were found between the two groups on the following measures: reading grade, arithmetic grade, social skills, and reading level. The results of the study were interpreted as not supporting the Rosenthal and Jacobson findings. It was recommended that further exploration of teacher expectancies include, (a) relating expectancies to the overt interaction between students and teacher and (b) investigating teacher expectancies that result from more credible naturalistic inputs.

No abstract