Abstract
Introverted and extroverted preschool children were exposed to three modeling stimuli: a live model, a model presented on TV, and a TV modeling condition in which no human model was present. Regardless of the modeling condition, extroverts showed more observational learning than introverts, and live modeling produced more observational learning than either of the two TV-mediated conditions. Extroverts attended less to the TV modeling condition without a human model than did introverts, and both introverts and extroverts attended less to the TV-mediated conditions than to the live model.
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