Neural responses when learning spatial and object sequencing tasks via imitation

Abstract

Humans often learn new things via imitation. Here we draw on studies of imitation in children to characterise the brain system(s) involved in the imitation of different sequence types using functional magnetic resonance imaging. On each trial, healthy adult participants learned one of two rule types governing the sequencing of three pictures: a motor-spatial rule (in the spatial task) or an object-based rule (in the cognitive task). Sequences were learned via one of three demonstration types: a video of a hand selecting items in the sequence using a joystick (Hand condition), a computer display highlighting each item in order (Ghost condition), or a text-based demonstration of the sequence (Text condition). Participants then used a joystick to execute the learned sequence. Patterns of activation during demonstration observation suggest specialisation for object-based imitation in inferior frontal gyrus, specialisation for spatial sequences in anterior intraparietal sulcus (IPS), and a general preference for imitation in middle IPS. Adult behavioural performance contrasted with that of children in previous studies—indicating that they experienced more difficulty with the cognitive task—while neuroimaging results support the engagement of different neural regions when solving these tasks. Further study is needed on whether children’s differential performance is related to delayed IPS maturation.

Are there dedicated neural mechanisms for imitation? A study of grist and mills

“…We previously reported an fMRI study of imitation learning where every trial comprised a demonstration phase in which participants learned a sequence and an execution phase in which they executed it [20]. The previous paper analyzed the demonstration phase, and here we analyze the execution phase.…”

“…Here, we test the MNS and Grist-Mills hypotheses using a dataset collected in the study of different types of delayed imitation [20]. Our original design was adapted from previous behavioral imitation studies with children [21,22], monkeys [23,24], and orangutans [25].…”

“…The Text condition was included to control for covert speech when learning the sequence order. All three demonstration conditions imposed the same demands on working and serial memory; the only difference was the format in which the sequence information was presented [20]. Each trial's demonstration phase was followed by an execution phase, in which participants performed the sequence they observed.…”

“…Each trial's demonstration phase was followed by an execution phase, in which participants performed the sequence they observed. On the response screen for the cognitive task, the same images from the demonstration phase were shuffled into a different spatial configuration ( This study was originally implemented to examine brain regions involved in sequence imitation, and we previously reported results from the demonstration phase [20]. However, this design provides a unique opportunity to examine Heyes' Grist-Mills hypothesis [14] and the MNS hypothesis, with two notable strengths.…”

Learning from others is good, with others is better: the role of social interaction in human acquisition of new knowledge

“…There are only few studies that directly contrast different types of learning. Examples include comparisons of physical or observational learning [ 25 ] and comparisons of sequence learning from imitation or verbal instruction [ 26 ] or of observational versus interactive learning [ 27 , 28 ].…”