Abstract
Preschool children interacted with an adult model who was either low or highly rewarding to the child. Later the model displayed either a high or low degree of positive affect as he played with a nonpreferred toy. The model's affect influenced both the children's ratings of and imitative play with the toy. The model's rewardingness did not influence the children's play but did slightly affect the children's toy ratings. Boys' ratings of the toy were more influenced by the model's rewardingness than girls' ratings were when the model's affective cues were minimal. The results indicated a high degree of selectivity in children's vicarious learning on the basis of situationally-specific cues.
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