From imitation to conversation: the first dialogues with human neonates

Nagy, Emese

doi:10.1002/icd.460

Cited by 69 publications

(46 citation statements)

References 55 publications

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“…It is also consistent with accounts of the role that imitation plays in social learning and acquiring shared communication strategies, for children with typical (Bates et al 1989;Carpenter et al 1998;Nagy 2006) and atypical development (Charman 2006). As was the case for joint attention, it remains unclear what components (if any) of imitation are most influential for language development.…”

Section: Discussionsupporting

confidence: 85%

Language Assessment and Development in Toddlers with Autism Spectrum Disorders

Luyster

Kadlec

Carter

et al. 2008

J Autism Dev Disord

407

293

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One of the primary diagnostic criteria for the diagnosis of autism spectrum disorders (ASD) is the presence of a language delay or impairment. Children with ASD are now being identified at significantly younger ages, and prior research has consistently found that early language skills in this population are heterogeneous and an important predictor for later outcome. The goal of this study was to systematically investigate language in toddlers with ASD and to identify early correlates of receptive and expressive language in this population. The study included 164 toddlers with ASD between the ages of 18 and 33 months who were evaluated on several cognitive, language and behavioral measures. Results suggested good agreement among different measures of early language, including direct assessment and parent report measures. Significant concurrent predictors of receptive language included gestures, non-verbal cognitive ability and response to joint attention. For expressive language, the most significant predictors were non-verbal cognitive ability, gestures and imitation. These findings have important implications for intervention programs targeting this population.

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Section: Discussionsupporting

confidence: 85%

Language Assessment and Development in Toddlers with Autism Spectrum Disorders

Luyster

Kadlec

Carter

et al. 2008

J Autism Dev Disord

407

293

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“…At times, infants will imitate quickly [39], or even concurrently with the models' actions [116], and these instances of imitation should be recorded as such. On other occasions, imitation rstb.royalsocietypublishing.org Phil.…”

Section: (C) Time Frame For Recording Responsesmentioning

confidence: 99%

The mirror neuron system as revealed through neonatal imitation: presence from birth, predictive power and evidence of plasticity

Simpson

Murray

Paukner

et al. 2014

Phil. Trans. R. Soc. B

125

159

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There is strong evidence that neonates imitate previously unseen behaviours. These behaviours are predominantly used in social interactions, demonstrating neonates' ability and motivation to engage with others. Research on neonatal imitation can provide a wealth of information about the early mirror neuron system (MNS), namely its functional characteristics, its plasticity from birth and its relation to skills later in development. Although numerous studies document the existence of neonatal imitation in the laboratory, little is known about its natural occurrence during parent -infant interactions and its plasticity as a consequence of experience. We review these critical aspects of imitation, which we argue are necessary for understanding the early action-perception system. We address common criticisms and misunderstandings about neonatal imitation and discuss methodological differences among studies. Recent work reveals that individual differences in neonatal imitation positively correlate with later social, cognitive and motor development. We propose that such variation in neonatal imitation could reflect important individual differences of the MNS. Although postnatal experience is not necessary for imitation, we present evidence that neonatal imitation is influenced by experience in the first week of life.

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“…It has been widely assumed that the human ability to solve the correspondence problem is innate (Meltzoff & Moore 1977Meltzoff & Decety 2003;Nagy et al 2005;Nagy 2006). This assumption is based primarily on data suggesting that newborn infants can imitate a range of different movements (discussed below).…”

mentioning

confidence: 99%

Associative sequence learning: the role of experience in the development of imitation and the mirror system

Catmur

Walsh

Heyes

2009

Phil. Trans. R. Soc. B

260

233

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A core requirement for imitation is a capacity to solve the correspondence problem; to map observed onto executed actions, even when observation and execution yield sensory inputs in different modalities and coordinate frames. Until recently, it was assumed that the human capacity to solve the correspondence problem is innate. However, it is now becoming apparent that, as predicted by the associative sequence learning model, experience, and especially sensorimotor experience, plays a critical role in the development of imitation. We review evidence from studies of non-human animals, children and adults, focusing on research in cognitive neuroscience that uses training and naturally occurring variations in expertise to examine the role of experience in the formation of the mirror system. The relevance of this research depends on the widely held assumption that the mirror system plays a causal role in generating imitative behaviour. We also report original data supporting this assumption. These data show that theta-burst transcranial magnetic stimulation of the inferior frontal gyrus, a classical mirror system area, disrupts automatic imitation of finger movements. We discuss the implications of the evidence reviewed for the evolution, development and intentional control of imitation.

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From imitation to conversation: the first dialogues with human neonates

Cited by 69 publications

References 55 publications

Language Assessment and Development in Toddlers with Autism Spectrum Disorders

Language Assessment and Development in Toddlers with Autism Spectrum Disorders

The mirror neuron system as revealed through neonatal imitation: presence from birth, predictive power and evidence of plasticity

Associative sequence learning: the role of experience in the development of imitation and the mirror system

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