Forming a stable memory representation in the first year of life: why imitation is more than child's play

Lukowski, Angela F.; Wiebe, Sandra A.; Haight, Jennifer C.; DeBoer, T.; Nelson, Charles A.; Bauer, Patricia J.

doi:10.1111/j.1467-7687.2005.00415.x

Cited by 51 publications

(45 citation statements)

References 59 publications

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“…Most studies on imitation have looked at infants' abilities to copy relatively simple actions. Only a relatively small number of studies, such as those of Carver and Bauer (2001), Lechuga, Marcos-Ruiz, and Bauer (2001), and Lukowski et al (2005), have extended to actions that involve a series of steps. The current study is one of the first to investigate young children's imitation in more complex, hierarchically structured tasks that children become able to copy during the preschool years.…”

Section: Introductionmentioning

confidence: 98%

Imitation of hierarchical structure versus component details of complex actions by 3- and 5-year-olds

Flynn

Whiten

2008

Journal of Experimental Child Psychology

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Section: Introductionmentioning

confidence: 98%

Imitation of hierarchical structure versus component details of complex actions by 3- and 5-year-olds

Flynn

Whiten

2008

Journal of Experimental Child Psychology

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“…Findings indicating that language provided at encoding did not facilitate delayed recall are somewhat surprising given recent work documenting the effects of encoding manipulations on recall memory in infancy and early childhood. For example, previous research has revealed that allowing children the opportunity for repeated exposures to to-be-remembered information facilitates delayed recall (Bauer, Wiebe, Waters, & Bangston, 2001); other manipulations indicate that permitting immediate imitation before the imposition of a 1-month delay (Bauer, Güler, Starr, & Pathman, 2011;Lukowski et al, 2005) and training children to criterion (Bauer et al, 2011) enhances delayed recall relative to when infants only watch the sequence demonstration. One goal of the present study was to further disentangle the contribution of adult-provided supportive language at encoding and adultprovided supportive language at test using a within-subjects design in children tested at 16 months.…”

mentioning

confidence: 96%

Language facilitates event memory in early childhood: Child comprehension, adult-provided linguistic support and delayed recall at 16 months

Lukowski

Phung

Milojevich

2014

Memory

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Adult-provided supportive language facilitates memory for the past in preverbal and verbal children. Work conducted with 18-month-olds indicates that children benefit from supportive adult language when tested after a 4-week delay but not when tested immediately after sequence demonstration; moreover, findings reveal that supportive language provided only at test may be more facilitative of recall after a delay relative to supportive language provided only at encoding. In the present study, we examined whether child language comprehension abilities moderated the extent to which preverbal children benefitted from supportive language provided at encoding and test. The findings indicated that child language comprehension and supportive language provided at encoding were unassociated with performance at baseline or immediate imitation; however, the moderating effect of child language comprehension on adult-provided supportive language at encoding and test was observed after a 1-week delay. Correlations revealed continuous associations between general comprehension scores and recall performance after the 1-week delay on sequences presented in the most supportive condition at encoding. Taken together, the presented findings reveal that the complex interplay between language and cognition is established in early childhood, with foundational relations emerging before children are capable of verbally reporting on the past.

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“…By nine months, nearly half of infants can remember sequences of events after a five-week delay (Carver & Bauer, 1999). Additionally, those infants who were allowed to mimic the behaviors they observed showed better recognition of those behaviors a month later (Lukowski et al, 2005). The effect of mimicry on long-term memory was also verified at 15 months (Bauer, Hertsgaard, & Wewerka, 1995), supporting the role of mimicry in learning.…”

Section: Presence Of Observable Behaviorssupporting

confidence: 50%

Decoding Nonverbal Ability: A Theoretical Model for the Acquisition of Nonverbal Decoding Skill

Berger¹

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A more pertinent reason to focus on message reception, rather than sending, is that the determination of skill in message sending relies heavily on accurate perception and understanding to determine if the sender has conveyed what they intended. Only a skilled receiver can reliably determine a skilled sender. It is also difficult to measure deficiencies in the sending of nonverbal messages because the lack of observer comprehension can always be blamed on poor communication skills at the receiving end.Increased comprehension of sent messages by the receiver, on the other hand, can compensate for a lack of skill in the sending of messages and can be objectively verified through replication across a variety of tests, regardless of the skill level of the sender. 6Finally, one of the reasons to restrict this project to the receiving end of nonverbal messages was to limit the scope of the project.The perception (or receiving) and understanding of nonverbal messages is referred to as decoding, so throughout this project I may refer to the "accurate decoding" of nonverbal behaviors, or how an individual is determined a more-or less-skilled decoder of that content by objective assessment to determine their ability level in comparison to others. The scores on these tests are a measure of nonverbal decoding skill (NDS), which is the variable being modeled in this project.What qualifies as a communicative nonverbal behavior is very broad across the literature examined here. Since even unintentional behaviors can convey nonverbal information, many researchers agree to include in this category everything that can communicate information except written and spoken words (Knapp, 1972;Matsumoto, Hwang, & Frank, 2016 Five of the more common theoretical perspectives used to explain nonverbal communication abilities are discussed here. These perspectives cover basic learning models, social learning models, a co-development perspective of skill acquisition, mirror neurons, evolution and genetics. I illustrate how each of these perspectives is currently adequately account for a large collection of these correlated variables, in a way that gives insight to the larger system of interactions, is the purpose of this project. Learning ModelsCurrent explanations for NDS in adults are heavily concentrated on childhood learning models which also form the basis of adult learning models (Greene, 2003).These learning models focus on memory and generally involve two basic steps: the learning of associations and learning to generalize those associations from experience signals, one could infer more biological requirements associated with these senses. In addition to basic sensory systems, a working memory and cognitive skills would be necessary to deal with this information. The term "biological preparedness" is used to refer to the hard-wired ability to express the traits that allow for these accurate 11 perceptions and the interpretation of those perceptions. The steps of learningacquisition, refinement, and repetition-rely strongly on the prop...

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Forming a stable memory representation in the first year of life: why imitation is more than child's play

Abstract: Although 9-month-old

Cited by 51 publications

References 59 publications

Imitation of hierarchical structure versus component details of complex actions by 3- and 5-year-olds

Imitation of hierarchical structure versus component details of complex actions by 3- and 5-year-olds

Language facilitates event memory in early childhood: Child comprehension, adult-provided linguistic support and delayed recall at 16 months

Decoding Nonverbal Ability: A Theoretical Model for the Acquisition of Nonverbal Decoding Skill

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