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A major drawback in extending social learning principles to non laboratory situations has been the highly personalized and qualified nature of social reinforcement. Much research has produced few uniform conclusions about the kinds of demographic, personality, and situational variables which tend to facilitate the effectiveness of social reinforcement. Little is known about why one person is an effective reinforcing agent while another person with similar characteristics is an ineffective reinforcing agent. Moreover, the choice of tasks employed by previous studies indicates that the working philosophy has been that the complexities of social reinforcer effectiveness can be unravelled only in highly structured, cognitive, taskoriented situations.