In a study of children's donating behavior, the effects of experimenter instructions, perceived maternal discipline, and self-instructive cognitions were investigated. Seventy-two second; third; and fourth-grade girls who viewed their mothers as inductive or power assertive earned tokens in a size-judgement task. They observed a model donate and received directive or permissive instructions and self-instructive cognitions which supported, challenged, or were unrelated to donating. Directive instructions produced the greatest incidence of donating among the subjects, and greater imitation of the modeled standard. Results are discussed in terms of the strong influence of directive instructions and interaction of these with age and perceived discipline variables. (Author/MP)