A model's influence on the creative behavior of 120 fifth-grade children was studied in four variations. Separate groups observed a model who was either high or low in the fluency or flexibility creativity dimensions. Multivariate procedures were used to assess treatment effects upon children's fluency and flexibility measures collected on parallel and on a very different type of creative task. High model fluency was found to significantly increase child fluency and flexibility measures on the parallel task. A marginally significant increase in observer fluency was noted on the stringent generalization task. Contrary to predictions, increased model flexibility produced significant decreases in observer fluency and flexibility measures on both the parallel and stringent generalization tasks. (Author)