This literature review concerns the relationships between imitation-modeling as a learning process and creative behaviors. If it can be demonstrated that creative (unusual, flexible) behaviors are increased upon seeing other creative behaviors modeled, this finding would contradict the simple matching to template interpretation for modeling influences, as well as provide clues as to effective methods for teaching creativity. After analyzing three studies which are related to this issue, it is concluded that the effects of modeling are not confined to providing precise demonstrations of the kinds of behaviors deemed desirable. A model presented as incidental to the subject's task, who demonstrates behavior different from that used as a dependent variable, can still affect the flexibility or rigidity of an observer's problem solving behavior. (DP)