We investigated preschoolers' selective learning from models that had previously appeared to be reliable or unreliable. Replicating previous research, children from 4 years selectively learned novel words from reliable over unreliable speakers. Extending previous research, children also selectively learned other kinds of acts--novel games--from reliable actors. More important,--and novel to this study, this selective learning was not just based on a preference for one model or one kind of act, but had a normative dimension to it. Children understood the way a reliable actor demonstrated an act not only as the better one, but as the normatively appropriate or correct one, as indicated in both their explicit verbal comments and their spontaneous normative interventions (e.g., protest, critique) in response to third-party acts deviating from the one demonstrated. These findings are discussed in the broader context of the development of children's social cognition and cultural learning. (Contains 2 figures and 2 tables.)