Two high-identification groups (H and A) and two low-identification groups (L and B), consisted of the 5th-grade girls, were given a memorization task. The task was to memorize a set of 6 sentences, each included 6 different words presented previously. For Groups H and L, the model verbal behaviors were pre-constructed and tape-recorded, which were read through telephone by their own mothers; for Groups A and B, they were read by a strange female student. Group H showed significantly higher imitation scores than any other groups as was hypothesized. However, no significant differences among all groups were found regarding the amount of correct recalls, tested both immediately after and 50-days after the memorization. Group A showed reminiscence phenomenon on the imitation scores, which did not support the hypothesis.

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