Abstract
Studied the relationship between eye color and sex to modeled learning in 25 male and 25 female college students, divided about equally between light-eyed and dark-eyed. Ss were randomly assigned to 3 experimental and 2 control groups. All Ss were administered the Unusual Uses Test (UUT), then the treatment procedures, and then the UUT again. Under the experimental treatments, Group 1 listened to a tape of a model who gave an extremely high number of uses for the object to which the Ss had just responded; Group 2 heard only a few uses for the object; and Group 3 listened to a recording of their own voices reading their own list of uses. Control Group 1 listened to taped music as a treatment, and Group 2 was left in a sound-proof room. The differences in response frequency were used as the dependent variable. The main effect for groups was significant. Main effects for eye color and sex were not significant; however, 2 of the 1st-order interactions were significant: Groups × Sex and Groups × Eye color. It appears that the efficacy of modeling also is extendable to situations in which an increase in creative behavior is the objective. The frequency of production goes up in positive relation to the frequency of responses modeled. The self-modeling treatment has either a neutral or a negative effect on level of responses, depending on eye color. Dark-eyed Ss were markedly negative in their production of creative responses in relation to their baseline measures after exposure to their own responses. (23 ref) (PsycINFO Database Record (c) 2016 APA, all rights reserved)