chapter 16. multiple motivations for imitation in infancy in imitation and social learning in robots...
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Chapter 16. Multiple Motivations for Imitation in
Infancyin Imitation and Social Learning in Robots
by Mark Nielsen and Virginia Slaughter
JIHYUN LEE
Program in Cognitive Science
Course: Robots Learning from Humans
11/13/2015
Seoul National University
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1• Overview of Chapter 16
2• Intro- Imitation of actions with objects
3• 16.1 Neonatal imitation
4• 16.2 Deferred imitation
5• 16.3 Synchronic imitation
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• 16.4 Imitation of intended but incomplete acts
7• 16.5 Imitation from Television
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• 16.6 Changing motivations to imitate in devel-opment
9• 16.7 Echolalia
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• Closing- The multi-faceted nature of imita-tion
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• Discussion
Contents
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Infants imitate for a wide variety of rea-sons, in different developmental stages and contexts
Imitation as an important form of pre-verbal communi-cation: providing means that they can engage in social interaction
Our aim in this chapter:to highlight imitation as a multi-faceted skill serving multiple purposesnot only to acquire new skills but also to engage socially with others
Overview of Chapter 16
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Two primary ways in which imitation can be con-ceived:
1. cognitive function: promoting infants’ learning about events in the world 2. interpersonal function: promoting infants’ sharing of experience with others
Two distinct functions of Imitation in human in-fants: learning and communication.
(Uˇzgiris ,1981)
Imitation of actions with objects
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Imitation of actions with objects
complex actions with appropriate toys
complex actions with inappropriate toys
simple actions
banging a block drinking from a cupdrinking from a toy car7 ½ ,10, 16, 22-month-old
40 infants4 groups
Killen and Uzgiris (1981)
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Imitation of actions with objects
complex actions with appropriate toys
complex actions with inappropriate toys
simple actions
banging a block drinking from a cupdrinking from a toy car7 ½ ,10, 16, 22-month-old
Killen and Uzgiris (1981)
40 infants4 groups
The complex and multi-faceted developmental nature of im-itation
- young infants imitate to satisfy cognitive motivations - older infants imitate to satisfy social motivations
Infants of different ages may imitate the same behavior for entirely different reasons
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Meltzoff and Moore (1977)
Neonates imitated actions with several parts of the body,without confusing either ac-tionsor bodily organs.
1. Neonatal imitation
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Meltzoff and Moore (1977)
the social relevance of neonatal imitation:imitation by newborns is crucial for initial identification of conspecificsand forging social relationships
by imitating others, infants may begin to recognize the similarity between themselves and other peo-ple - enter into the social world of humans- develop concepts of self and others as animate, intentional agents.
A fundamentally social act: to indicate their recognitiondifficult to conceive of it as a cognitive act, as it is not clear what sort of skill-learning would be impli-cated
1. Neonatal imitation
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Meltzoff(1988)
2. Deferred imitation
36 infants, 14-month-oldsAction: leaned forward and touched the top of a plastic box with his head to illuminate the box
A week later, 67 % produced the behavior of the experimenter
Infants didn’t use their hands:focused on copying the model’s specific ac-tions as much as the outcome modeled
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Gergely et al. (2002)
Modification: wrapping himself and occupying his hands in a blanket- giving a clear reason to use his head
21% Imitated by using head
69% Imitated by using head
2. Deferred imitation
remaining 69 % Used their hands
: might judged his actionsas based on a rational choice about how to pro-ceed, given the situation.
↑Corresponds to Meltzoff’s study
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one-fifth of infantscopied the model’s head action: chose to focus on the model than the outcome (= how they do it, social function)
Infants’ behavior may involve both cognitive and social motivations -Infants’ immediate interests and needs -their perceptions of the situation -the demands of the task -their level of understanding
: may all affect how infants react when to imitate
21%Imitated
by using head
2. Deferred imitation
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Gergely et al. (2002) Cf1.
2. Deferred imitation
Cf2.Ex) Imitating temper tantrum thrown by a friend- To understand the puzzling event (cognitive)- To evoke her no longer present friend (interper-
sonal)- To re-create a situation she found amusing (inter-
personal)Piaget (1962)
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3. Synchronic imitation
begin towards the middle of the second year (18~24months)
infants consistently alternate between model and imita-tor while playing with similar objects, using them in a similar postural, motoric and symbolic way.
In controlled studies of synchronic imitation,an adult experimenter continuously models actions on an object to infants who have a duplicate of the object available to them.
To show synchronic imitation, infants must not only reproduce the actions of the ex-perimenter, but do so continuously and simultaneously with him or her.
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3. Synchronic imitation
Experimenter - In a playroom, sat in front of the infant- took an object and offered the infant a duplicate of the object.
ActionWith 3 objects, 2 actions each, continuously modeled for 15 sec-onds
* Determined as synchronic imitation when the infant took the duplicate object, looked at the experimenter within 3 seconds, and imitated the action of the experimenter for at least 3 sec-onds.
(Nielsen and Dissanayake, 2003)
cf)The cited paper‘s main purpose was to compare be-tweenImmediate, Deferred and Synchronic imitationon 86 infants, 12~24 months of age
Experiment on Synchronic imitation
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3. Synchronic imitation
older infants synchronically imi-tated because they were motivated to demonstrate connectedness andmutuality with the experimenter, more so than learning new behav-iors
Younger infants:actions were either too difficultor of too little interest
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3. Synchronic imitation
The synchronic imitation task also presents infants with a means of engaging in inter-personal interaction:
An evidence of increasing tendency for infants to imitate for purely social reasons, in the second year of life.
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References
- Gergely, G., Bekkering, H. and Kiraly, I. (2002). Rational imitation in preverbal infants. Na-ture, 415, 755.- Killen, M. and Uˇzgiris, I. (1981). Imitation of actions with objects: the role of social meaning. Journal of Genetic Psychology, 138, 219–29.- Piaget, J. (1962). Play, Dreams, and Imitation in Childhood. New York: Norton.- Meltzoff, A.N. (1985). Immediate and deferred imitation in fourteen and twentyfour-month-old infants. Child Development, 56, 62–72.- Meltzoff, A.N. (1988). Infant imitation after a 1-week delay: long-termmemory for novel acts and multiple stimuli. Developmental Psychology, 24, 470–6.- Meltzoff, A.N. and Moore, M. K. (1977). Imitation of facial and manual gestures by human neonates. Science, 198, 75–8.- Meltzoff, A. N. and Moore, M. K. (1992). Early imitation within a functional framework: the importance of person identity, movement and development. Infant Behaviour and Develop-ment, 15, 83–9.- Nielsen, M. and Dissanayake, C. (2003). A longitudinal study of immediate, deferred, and synchronic imitation through the second year. The Interdisciplinary Journal of Artificial Intelli-gence and the Simulation of Behaviour, 1, 305–18.- Uˇzgiris, I. (1981).Two functions of imitation during infancy. International Journal of Behav-ioral Development, 4, 1–12.