Use of social information in the problem solving of orangutans (Pongo pygmaeus) and human children (Homo sapiens).

Fourteen juvenile and adult orangutans and 24 3- and 4-yr-old children participated in 4 studies on imitative learning in a problem-solving situation. In all studies a simple to operate apparatus was used, but its internal mechanism was hidden from subjects to prevent individual learning. In the 1st study, orangutans observed a human demonstrator perform 1 of 4 actions on the apparatus and obtain a reward; they subsequently showed no signs of imitative learning. Similar results were obtained in a 2nd study in which orangutan demonstrators were used. Similar results were also obtained in a 3rd study in which a human encouraged imitation from an orangutan that had previously been taught to mimic arbitrary human actions. In a 4th study, human 3- and 4-yr-old children learned the task by means of imitation. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Imitative response tendencies following observation of intransitive actions.

Clear and unequivocal evidence shows that observation of object affordances or transitive actions facilitates the activation of a compatible response. By contrast, the evidence showing response facilitation following observation of intransitive actions is less conclusive because automatic imitation and spatial compatibility have been confounded. Three experiments tested whether observation of a finger movement (i.e., an intransitive action) in a choice reaction-time task facilitates the corresponding finger movement response because of imitation, a common spatial code, or some combination of both factors. The priming effects of a spatial and an imitative stimulus were tested in combination (Experiment 1), in opposition (Experiment 2), and independently (Experiment 3). Contrary to previous findings, the evidence revealed significant contributions from both automatic imitation and spatial compatibility, but the priming effects from an automatic tendency to imitate declined significantly across a block of trials whereas the effects of spatial compatibility remained constant or increased slightly. These differential effects suggest that priming associated with automatic imitation is mediated by a different regime than priming associated with spatial compatibility. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Imitation in free-ranging rehabilitant orangutans (Pongo pygmaeus).

Made an observational study of spontaneous imitation in orangutans (Pongo pygmaeus). Previous studies may have underestimated great apes' imitative capacities by studying Ss under inhibiting conditions. Ss living in enriched environments (i.e., rehabilitation) were used. A sample of spontaneous imitations was collected, and the most complex incidents were analyzed for the likelihood that true imitation, learning new actions by observing rather than by doing, was involved in their acquisition. From 395 hrs of observation and other reports on 26 orangutans, 354 incidents of imitation were identified. Of these, 54 complex incidents were difficult to explain by forms of imitation based on associative processes grounded in experimental learning alone; they were, however, congruent with acquisition processes that include true imitation. These findings suggest that orangutans may be capable of true imitation and point to critical eliciting factors. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Learning via observation during the second year of life.

Studied deferred imitation of object-related actions in 82 12–13 mo olds and in 85 18–29 mo olds to examine the development of competence in observational learning. Three task categories were investigated: simple/single actions, reiterative actions, and sequentially coordinated actions. Results show evidence for deferred imitation for the simple/single actions at 12 mo. When the simple/single action component was isolated in the more complex tasks and its achievement scored, deferred imitation was determinable for additional actions. At 18 mo, improvements occurred in observational learning for all 3 task categories. However, even at 18 mo, serial and sequential coordinations were accomplished by fewer than half of the Ss who had observed actions with these properties. Examination of partial successes at both ages suggested phases in the information sequence. In these phases, encoding was probably inadequate, and action schemes were probably insufficiently differentiated for Ss to fully profit from modeling. Findings suggest that imitative ability is in an early developmental phase by the end of the 1st yr and that information-processing characteristics have more demonstrable effects during the 2nd yr of life. (24 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

How imitation begets imitation and toddlers' generation of games.

24-month-old toddlers were observed interacting with a programmed adult partner to assess how being imitated leads to imitative acts by toddlers and the generation of social games. For 8 toddlers, the partner imitated the toddler's actions on objects; for 8 others, she performed a different, parallel action on the same play material. The former reaction approximates conditions after repeated imitation of one another emerges in peer interaction around 24 months of age—the latter, conditions of the immediately prior developmental period. When imitated, toddlers were more likely to (a) continue to act on the object, (b) repeat their same action on that object given that they continued, (c) generate games, especially imitation games, and (d) look at the partner's face. These social influence processes are thought to operate in naturally occurring peer interactions and to contribute to the new forms of behavioral organization seen around 24 months of age. The study illustrates a dynamic systems approach to behavioral organization and development. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Social agreement and the learning of matching behavior.

College Ss were exposed to 3 variations in amount of agreement by a partner in responding to a judgmental task. Training to imitate the partner was then carried out. The competence of the partner was varied during the imitation trials. During the 1st block of imitative trials, reciprocation of agreement was indicated. Over the remaining trials, amount of prior agreement was inversely related to imitation. High Model's Competence led to greatest facilitation of imitative learning following disagreement. Variations in social agreement were interpreted as affecting imitative learning in a manner similar to direct indications of task success or failure. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Time course analyses confirm independence of imitative and spatial compatibility.

Imitative compatibility, or automatic imitation, has been used as a measure of imitative performance and as a behavioral index of the functioning of the human mirror system (e.g., Brass, Bekkering, Wohlschlager, & Prinz, 2000; Heyes, Bird, Johnson, & Haggard, 2005; Kilner, Paulignan, & Blakemore, 2003). However, the use of imitative compatibility as a measure of imitation has been criticized on the grounds that imitative compatibility has been confounded with simple spatial compatibility (Aicken, Wilson, Williams, & Mon-Williams, 2007; Bertenthal, Longo, & Kosobud, 2006; Jansson, Wilson, Williams, & Mon-Williams, 2007). Two experiments are reported in which, in contrast with previous studies, imitative compatibility was measured on both spatially compatible and spatially incompatible trials, and imitative compatibility was shown to be present regardless of spatial compatibility. Additional features of the experiments allowed measurement of the time courses of the imitative and spatial compatibility effects both within and across trials. It was found that imitative compatibility follows a different time course from spatial compatibility, providing further evidence for their independence and supporting the use of imitative compatibility as a measure of imitation. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Automatic imitation of biomechanically possible and impossible actions: Effects of priming movements versus goals.

Recent behavioral, neuroimaging, and neurophysiological research suggests a common representational code mediating the observation and execution of actions; yet, the nature of this representational code is not well understood. The authors address this question by investigating (a) whether this observation-execution matching system (or mirror system) codes both the constituent movements of an action as well as its goal and (b) how such sensitivity is influenced by top-down effects of instructions. The authors tested the automatic imitation of observed finger actions while manipulating whether the movements were biomechanically possible or impossible, but holding the goal constant. When no mention was made of this difference (Experiment 1), comparable automatic imitation was elicited from possible and impossible actions, suggesting that the actions had been coded at the level of the goal. When attention was drawn to this difference (Experiment 2), however, only possible movements elicited automatic imitation. This sensitivity was specific to imitation, not affecting spatial stimulus-response compatibility (Experiment 3). These results suggest that automatic imitation is modulated by top-down influences, coding actions in terms of both movements and goals depending on the focus of attention. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The Case for Motor Involvement in Perceiving Conspecifics.

Perceiving other people's behaviors activates imitative motor plans in the perceiver, but there is disagreement as to the function of this activation. In contrast to other recent proposals (e.g., that it subserves overt imitation, identification and understanding of actions, or working memory), here it is argued that imitative motor activation feeds back into the perceptual processing of conspecifics' behaviors, generating top-down expectations and predictions of the unfolding action. Furthermore, this account incorporates recent ideas about emulators in the brain-mental simulations that run in parallel to the external events they simulate-to provide a mechanism by which motoric involvement could contribute to perception. Evidence from a variety of literatures is brought to bear to support this account of perceiving human body movement. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Imitation and action in autism: A critical review.

Considers the evidence for an imitative deficit in autism and for the possible role of deficiencies in the representation of actions. An argument is developed for the claim that the imitation problem is diagnostic of a basic information-processing rather than a social dysfunction. Reviews are offered of the empirical literature on gestural imitation in autism (and other developmental disorders) and the more anecdotal evidence for problems in the domain of action development in autism. An account that may help to integrate these areas is suggested, as are directions for future research. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Development and content of imitation in the second and third years of life: A socialization perspective.

This study investigated the content and development of children's imitative behavior in the home in order to assess the potential role of imitation in early socialization. The data consisted of incidents of naturally occurring imitations of 16- and 29-month-old children collected by mothers trained in observational recording. Immediate imitations decreased with age, whereas deferred imitations increased with age. In terms of content, increases with age were found for (a) caretaking, self-care, and household task behaviors; (b) mannerisms and expressive behavior; and (c) other-directed discipline and control behaviors. Decreases with age were found for affective and noninstrumental behaviors. Differences in the content of children's imitations of parents and peers were also found. The findings suggest that the imitation of conventional social behaviors increases during the second and third years of life. The implications of developmental change for the socializing function of imitation are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Toddlers' social coordinations: Changing responses to another's invitation to play.

This study observed 28 toddlers longitudinally at 16, 20, 24, 28, and 32 months reacting to an adult's programmed play overtures. Ss' actions were coded for (a) their relation to the adult's overture (coordinated, interfering, tangential, and unrelated), (b) alternative overtures to the adult, and (c) the uses of sounds/words. Coordinated responses increased with age; most consisted of nonverbal imitation, but, with increasing age, more involved verbal imitation and verbally directing the adult. Alternative overtures also increased with age and were increasingly repeated in same or varied form. Finally, words were increasingly used to regulate the activity between toddler and adult: In their coordinated responses, toddlers increasingly described their own actions and directed the adult; in their alternative overtures, they verbally requested the adult to assume a new role. A proposed model integrates developmental changes in forming and maintaining social coordinations with changes in negotiating the topic for coordinated action. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The effect of reward on adult imitative behavior.

"A study was carried out to test the Miller and Dollard theory of imitation on adult human Ss. A significant number of Ss 'learned' to imitate a model when such imitation was rewarded, and the imitative response generalized to a similar but new situation where it was no longer rewarded." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Do humans ape? Or do apes human? Imitation and intention in humans (Homo sapiens) and other animals.

A. Whiten, D. M. Custance, J.-C. Gomez, P. Teixidor, and K. A. Bard (1996) tested chimpanzees' (Pan troglodytes) and human children's (Homo sapiens) skills at imitation with a 2-action test on an "artificial fruit." Chimpanzees imitated to a restricted degree; children were more thoroughly imitative. Such results prompted some to assert that the difference in imitation indicates a difference in the subjects' understanding of the intentions of the demonstrator (M. Tomasello, 1996). In this experiment, 37 adult human subjects were tested with the artificial fruit. Far from being perfect imitators, the adults were less imitative than the children. These results cast doubt on the inference from imitative performance to an ability to understand others' intentions. The results also demonstrate how any test of imitation requires a control group and attention to the level of behavioral analysis. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The development of imitation in nonimitative, severely retarded children: Contribution of reinforcement and instruction.

Determined the relative contribution of instruction and reinforcement to the development of simple motoric imitation in 12 nonimitative, severely retarded children (CAs 9 yrs 5 mo to 20 yrs 2 mo). Reinforcement was varied across 3 conditions (contingent reinforcement, noncontingent reinforcement, and no reinforcement), and instructions were varied across 2 conditions (presence and absence). Two Ss were assigned to each of the conditions, and an ABAB experimental design was employed. Results indicate that the most effective procedures were those that contingently reinforced Ss for each correct imitation with or without instructions to imitate. Ss who received various combinations of noncontingent reinforcement and/or instructions did not show any consistent increase in their imitative behavior. (15 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Get the picture? The effects of iconicity on toddlers' reenactment from picture books.

What do toddlers learn from everyday picture-book reading interactions? To date, there has been scant research exploring this question. In this study, the authors adapted a standard imitation procedure to examine 18- to 30-month-olds' ability to learn how to reenact a novel action sequence from a picture book. The results provide evidence that toddlers can imitate specific target actions on novel real-world objects on the basis of a picture-book interaction. Children's imitative performance after the reading interaction varied both as a function of age and the level of iconicity of the pictures in the book. These findings are discussed in terms of children's emerging symbolic capacity and the flexibility of the cognitive representation. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Contingency, imitation, and affect sharing: Foundations of infants' social awareness.

Predictions about the role of contingency, imitation, and affect sharing in the development of social awareness were tested in infants during natural, imitative, and yoked conditions with their mothers at 5 and 13 weeks of age. Results showed that at both ages, infants of highly attuned mothers gazed, smiled, and vocalized positively more during the natural than during the imitative and yoked conditions, whereas they increased negative vocalizations during the yoked conditions. In contrast, infants of less attuned mothers did not differentiate between the conditions, except at 13 weeks when these infants increased their gazes during the imitative condition. Whereas contingency and imitation draw infant attention to conspecifics, affective communication appears to lay the foundation for infants' social awareness. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The relationship between clients’ conformity to masculine norms and their perceptions of helpful therapist actions.

T. J. G. Tracey et al.’s (2003) common factors model derived from therapists and psychotherapy researchers has provided a parsimonious structure to inform research and practice. Accordingly, the current authors used the 14 common factor categories identified in Tracey et al.’s model as a guide to code clients’ perceptions of helpful therapist actions (e.g., intervention, way of being) in short-term psychotherapy. Next, they conducted a cluster analysis to establish meaningful subgroups of clients based on clients’ perceptions of helpful therapist actions. Finally, they explored if clients in these subgroups differed in their report of conformity to masculine norms. Clients (N = 161) from a university counseling center were recruited for the current study. Results revealed 3 clusters of clients based on their perceptions of helpful therapist actions: Insight (44%), Relationship (30%), and Information (26%). In contrast, Tracey et al. found 3 clusters: Bond (which includes Insight and Relationship), Information, and Structure of therapy (not found in the current study). Clients in the Insight and Relationship clusters reported more conformity to masculine norms as compared with clients in the Information cluster. There were no sex differences across clusters. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Hypnosis and verbal learning.

Rigidly standardized hypnotic procedures were used in a double-blind experiment which examined the acquisition ability of Ss who differed in hypnotic susceptibility for the learning of both meaningful (poems) and meaningless (nonsense syllables) material when hypnotized and when unhypnotized. Regression analyses indicated that: (a) Differences in relative degree of hypnotic susceptibility among Ss did not influence the learning of nonsense syllables or poems; (b) S's degree of manifest anxiety and verbal intelligence did not contribute significantly to performance scores; and most important, (c) the application of hypnosis did not significantly influence performance on either nonsense syllables or poems when compared to performance in the unhypnotized treatment. (22 ref.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Sources of priming in text rereading: intact implicit memory for new associations in older adults and in patients with Alzheimer's disease

The contributions of text meaning, new between-word associations, and single-word repetition to priming in text rereading in younger and older adults, and in patients with Alzheimer's disease. (AD), were assessed in Experiment 1. Explicit recognition memory for text was also assessed. Equivalent single-word and between-word priming was observed for all groups, even though patients with AD showed impaired explicit memory for individual words in the text. The contribution of generalized reading task skill to priming in meaningless text rereading in younger adults was assessed in Experiment 2. Generalized reading task skill was also found to contribute to priming. These results reveal 3 mechanisms of priming: new between-word associations for meaningful and meaningless text, individual word repetition for meaningless text, and general task or skill factors for meaningless text. All priming mechanisms appear to be intact in older adults and in patients with AD.