Imitation from a joint action perspective

McEllin, Luke; Knoblich, Günther; Sebanz, Natalie

doi:10.1111/mila.12188

Cited by 7 publications

(10 citation statements)

References 56 publications

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“…Finally, imitative behaviors are perhaps the most used tool for learning with a teacher. Here, ''[c]ues such as direct eye gaze and pointing signal that the expert is about to communicate something which is learningrelevant and generalizable'' (McEllin, Knoblich, & Sebanz, 2018), allowing the novice to parse actions into subunits. Building on previous work by Byrne and Russon (1998), Leman (2008), distinguishes between those imitative processes that copy the organization of actions and their goal(s), and those who copy the kinematics of movements.…”

Section: Joint Action In Practicementioning

confidence: 99%

Learning Music From Each Other: Synchronization, Turn-taking, or Imitation?

et al. 2020

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In an experimental study, we investigated how well novices can learn from each other in situations of technology-aided musical skill acquisition, comparing joint and solo learning, and learning through imitation, synchronization, and turn-taking. Fifty-four participants became familiar, either solo or in pairs, with three short musical melodies and then individually performed each from memory. Each melody was learned in a different way: participants from the solo group were asked via an instructional video to: 1) play in synchrony with the video, 2) take turns with the video, or 3) imitate the video. Participants from the duo group engaged in the same learning trials, but with a partner. Novices in both groups performed more accurately in pitch and time when learning in synchrony and turn-taking than in imitation. No differences were found between solo and joint learning. These results suggest that musical learning benefits from a shared, in-the-moment, musical experience, where responsibilities and cognitive resources are distributed between biological (i.e., peers) and hybrid (i.e., participant(s) and computer) assemblies.

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Section: Joint Action In Practicementioning

confidence: 99%

Learning Music From Each Other: Synchronization, Turn-taking, or Imitation?

et al. 2020

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“…Herman (2002, 2010) invoked imitation to explain the novel synchronous behaviors as dolphins have superb abilities to imitate (copy novel behavior) in the vocal and motor domains (Herman, 2010; Richards, Wolz, & Herman, 1984). In “classical” imitation, one individual performs a behavior that is then copied by another (see McEllin, Knoblich, & Sebanz, 2018) so Herman (2002, 2010) should have been able to detect leadership in the dolphins’ novel synchronous behavior. Careful examination of video failed to reveal a leader, however, which suggested to Herman (2002, 2010) that leadership could be based on subtle body cues that indicate intent to engage in synchrony.…”

Section: Discussionmentioning

confidence: 99%

“…Herman (2002Herman ( , 2010 invoked imitation to explain the novel synchronous behaviors as dolphins have superb abilities to imitate (copy novel behavior) in the vocal and motor domains (Herman, 2010;Richards, Wolz, & Herman, 1984). In "classical" imitation, one individual performs a behavior that is then copied by another (see McEllin, Knoblich, & Sebanz, 2018) so Herman (2002Herman ( , 2010 should have been able to detect leadership in the dolphins' novel synchronous behavior.…”

Section: F I G U R Ementioning

confidence: 99%

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Synchrony, leadership, and association in male Indo‐pacific bottlenose dolphins (Tursiops aduncus)

et al. 2020

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Male Indo‐pacific bottlenose dolphins in Shark Bay, Western Australia, have converged with humans in the formation of nested male alliances and the use of synchrony in alliance behavior. Further, the strength of association among allied male dolphins varies and the stability of alliances correlates with the rate that males consort with estrus females (and is thus a possible indicator of dominance). To examine the possibility that synchrony reflects alliance association strength and dominance relationships, we analyzed videotapes from focal follows of two groups of males that reflect the range of alliance size and the strength of association between individuals in the population. We examined two variables: leadership during synchronous behaviors, based on which animal in a synchronously surfacing pair surfaced first, and the degree of synchrony, based on temporal differences in synchronous surfacing. We predicted that closer associates would exhibit a greater degree of synchrony and that one dolphin in a dyad would consistently lead. Contrary to our predictions, the degree of synchrony was inversely related to strength of association within alliances. This surprising result suggests that individuals with less secure bonds may strive more to achieve synchrony. We found no evidence of leadership during synchronous surfacing or between synchrony and other behavioral variables. Proximate mechanisms for synchronous behavior, such as entrainment and mutual motor imitation (“the mirror game” paradigm), may inhibit leadership in this context. Our results show that synchrony during surfacing is not a useful behavior to examine for dominance relationships in wild dolphins but it may be a useful tool to examine variation in alliance relationships.

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“…These actions are pragmatic insofar as they improve the chances of achieving our goal, and they do this because they communicate my future movements to you. Thus, features of actionssuch as movement trajectory (Vesper & Richardson, 2014), velocity profile (McEllin, Knoblich & Sebanz, 2018), and grip aperture (Sacheli et al 2013)can be modulated such as to disambiguate the goals of those actions, or to provide additional information about their timing or about the manner in which they will be performed (e.g. with how much force).…”

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confidence: 99%