Physical Imitation and Verbal Description of Modeled Movements Engage Different Encoding Processes

Mizuguchi, Takashi; Sugimura, Ryoko; Deguchi, Toshisada

doi:10.2466/05.22.11.pr0.111.4.64-74

Cited by 3 publications

(3 citation statements)

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“…In our experiments, the role of color at the output was examined. On the other hand, one study has reported that visuospatial and verbal information processing occurred during both input and output (Mizuguchi et al, 2012). Concretely, visuospatial tracks of the presented actions could have been followed and converted into verbal information, and rehearsals could have been repeated nonverbally until the output.…”

Section: Discussionmentioning

confidence: 99%

“…Although GOADI was originally based on studies of imitation learning in young children, it is now believed to be more generally applicable, and experiments have been conducted with both healthy adults (Bird, Brindley, Leighton, & Heyes, 2007;Brass, Bekkering, Wohlschla¨ger, & Prinz, 2000;Iacoboni et al, 2001;Koski et al, 2002;Leighton, Bird, & Heyes, 2010;Longo, Kosobud, & Bertenthal, 2008;Mizuguchi, Sugimura, & Deguchi, 2012;Newman-Norlund, Noordzij, Meulenbroek, & Bekkering, 2007;Newman-Norlund, van Schie, van Hoek, Cuijpers, & Bekkering, 2010;Wohlschla¨ger et al, 2003) and people with autism spectrum disorders (Gowen, 2012;Hamilton, 2008Hamilton, , 2009Hamilton, Brindley, & Frith, 2007;Hobson & Hobson, 2008;Vivanti et al, 2011;Wild, Poliakoff, Jerrison, & Gowen, 2012;Williams et al, 2006).…”

Section: Introductionmentioning

confidence: 99%

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Imitation Learning Errors Are Affected by Visual Cues in Both Performance and Observation Phases

et al. 2017

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Mechanisms of action imitation were examined. Previous studies have suggested that success or failure of imitation is determined at the point of observing an action. In other words, cognitive processing after observation is not related to the success of imitation; 20 university students participated in each of three experiments in which they observed a series of object manipulations consisting of four elements (hands, tools, object, and end points) and then imitated the manipulations. In Experiment 1, a specific intially observed element was color coded, and the specific manipulated object at the imitation stage was identically color coded; participants accurately imitated the color coded element. In Experiment 2, a specific element was color coded at the observation but not at the imitation stage, and there were no effects of color coding on imitation. In Experiment 3, participants were verbally instructed to attend to a specific element at the imitation stage, but the verbal instructions had no effect. Thus, the success of imitation may not be determined at the stage of observing an action and color coding can provide a clue for imitation at the imitation stage.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Imitation Learning Errors Are Affected by Visual Cues in Both Performance and Observation Phases

et al. 2017

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“…This indicated that it makes no specific difference whether a target action is converted into movement or is converted into language following visual input. In contrast, [23] used a dual-task method and found that for adults the movement conversion and language conversion involved different mechanisms. Thus, research about imitation by children supports the generalist hypothesis in this study; however imitation by adults did not support all aspects of the generalist hypothesis.…”

Section: Discussionmentioning

confidence: 99%

Children’s Imitation is not Always Goal-Directed: Evidence from Goal Clarification Task

Mizuguchi¹

2014

SOJP

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Children’s Imitation is not Always Goal-Directed: Evidence from Goal Clarification Task

Mizuguchi

Shimada²,

Sugimura³

et al. 2014

SOJP

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Open Access Research Article mechanism and though that do not. The former asserts that imitation is affected by goals extracted from the movements. The latter asserts that imitation is not affected by goals. Imitation is effected by relatively accentuated out of various parts that composed a series of movements. The relatively accentuated parts are not necessary related goals. It is just highly visible parts that composed a series of movements. The theory of goal-directed imitation (GOADI) posits that imitation is affected by the goal extracted from the movements [6-9]. According to GOADI, observed movements are decomposed into elements of movement patterns, followed by their re composition. GOADI maintains that the decompositionre composition process is strongly affected by goals that are extracted from the movements. For a series of movements composed of several elements, the element that is selected as a goal will attract sufficient attention and be imitated accurately. However, elements that are not selected as a goal may not attract sufficient attention, which may lead to imitation errors. GOADI was initially proposed in research with children, although it was asserted that GOADI is applicable to any age group [9]. A number of research studies have been conducted related to the theory of GOADI. Some studies suggested that there was no fundamental difference in imitation behavior between children and adults [10,11] Prior experience and context influenced children's goal-directed imitation [12-16]. In face-to-face fullbody imitation, children often show mirror responses. When mimicking another person's position, children may imitate as if they are looking in a mirror, or they may use the same hand in the goal-directed imitation [17]; but see [18]. In the first year of life, infants were able to selectively reproduce others' movements toward a goal [19,20]. These studies mostly agree in supporting the theory of GOADI. However, a criticism of GOADI is that the selection of goals is biased, for example when a series of movements was presented; the outcome element (rather than the means by which the elements were performed) was more likely to be selected as a goal [9]. When a target action such as the operation of machinery was presented to children, the action of pressing a switch was

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Physical Imitation and Verbal Description of Modeled Movements Engage Different Encoding Processes

Cited by 3 publications

References 12 publications

Imitation Learning Errors Are Affected by Visual Cues in Both Performance and Observation Phases

Imitation Learning Errors Are Affected by Visual Cues in Both Performance and Observation Phases

Children’s Imitation is not Always Goal-Directed: Evidence from Goal Clarification Task

Children’s Imitation is not Always Goal-Directed: Evidence from Goal Clarification Task

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