Peer imitation by toddlers in laboratory, home, and day-care contexts: Implications for social learning and memory.

Hanna, Ehab Y.; Meltzoff, Andrew N.

doi:10.1037/0012-1649.29.4.701

Cited by 235 publications

(159 citation statements)

References 63 publications

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“…Without a way to "make sense" of other children's behavior, the toddler cannot anticipate a peer's behavior, hence cannot behave in a coordinated, reciprocal, accommodating manner, and peers' behavior will simply be inscrutable for the very young child. The fact that children can imitate one another by 14 to 18 months (Eckerman et al 1989;Hanna & Meltzoff 1993) but cannot cooperate with one another until 24 months or later (Brownell & Carriger 1990;Tomasello et al 1993) suggests that their early understanding of others' minds, as constructed in adult-child relationships, remains too incomplete to serve interaction more generally. Moreover, the social understanding that develops in the context of early peer play is not a function of mental state talk between peers.…”

Section: Constructing An Understanding Of Mind With Peersmentioning

confidence: 99%

Constructing an understanding of mind: The development of children's social understanding within social interaction

2004

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Abstract:Theories of children's developing understanding of mind tend to emphasize either individualistic processes of theory formation, maturation, or introspection, or the process of enculturation. However, such theories must be able to account for the accumulating evidence of the role of social interaction in the development of social understanding. We propose an alternative account, according to which the development of children's social understanding occurs within triadic interaction involving the child's experience of the world as well as communicative interaction with others about their experience and beliefs (Chapman 1991;. It is through such triadic interaction that children gradually construct knowledge of the world as well as knowledge of other people. We contend that the extent and nature of the social interaction children experience will influence the development of children's social understanding. Increased opportunity to engage in cooperative social interaction and exposure to talk about mental states should facilitate the development of social understanding. We review evidence suggesting that children's understanding of mind develops gradually in the context of social interaction. Therefore, we need a theory of development in this area that accords a fundamental role to social interaction, yet does not assume that children simply adopt socially available knowledge but rather that children construct an understanding of mind within social interaction.Keywords: language; Piaget; social interaction; theories of mind; Vygotsky; Wittgenstein et al. 1998;Symons & Clark 2000), mothers' education (Cutting & Dunn 1999), and socioeconomic circumstances (Holmes et al. 1996).Furthermore, a number of studies have found correlations between language and social understanding (e.g., Cutting & Dunn 1999; de Villers 2000; Happé 1995;Jenkins & Astington 1996). In longitudinal studies, forms of family talk about mental states have been found to be related to later success on false belief tests (e.g., Brown et al. 1996;Dunn et al. 1991a;Ruffman et al. 2002). In addition, mothers who think of their children in mentalistic terms ("mindmindedness"), and therefore, presumably talk to their children about the psychological world, have children who are more advanced in understanding beliefs than are other children (Meins & Fernyhough 1999;Meins et al. 1998). Similar correlations between family interaction and the development of children's understanding of emotions have also been reported (e.g., Dunn et al. 1991b;Hooven et al. 1995;Kuebli et al. 1995;Steele et al. 1999). In a longitudinal study, Astington and Jenkins (1999) found that earlier language abilities predict later false belief performance but earlier false belief competence does not predict later language abilities, supporting the conclusion that language is important in social cognitive development.Another source of evidence that social interaction is important for the development of a mentalistic understanding comes from research with deaf children. A number o...

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Section: Constructing An Understanding Of Mind With Peersmentioning

confidence: 99%

Constructing an understanding of mind: The development of children's social understanding within social interaction

2004

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“…Ample research shows that young children learn a great deal about people and cultural artifacts through imitation, and children are influenced not only by their parents, but also by their peers and what they see on television. For example, one study showed that 14-month-old infants learn from and imitate their peers in day-care centers (Hanna & Meltzoff, 1993). Another showed that 2-yearolds learn novel actions from watching TV (Meltzoff, 1988b).…”

Section: Children's Implicit Learning From Other People: Imitative Lementioning

confidence: 99%

Foundations and Opportunities for an Interdisciplinary Science of Learning

Bransford

Barron

Pea

et al. 2005

The Cambridge Handbook of the Learning Sciences

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“…Imitation from television Page 4 of 25 conducted by an unfamiliar adult, although infants can successfully imitate the actions demonstrated by unfamiliar peers and adults (Hanna & Meltzoff, 1993;Ryalls, Gul, & Ryalls, 2000), and more familiar adults (Devouche, 2004;McCabe & Uzgiris, 1983). The social context within which learning occurs does, however, impact on infants' subsequent behaviour.…”

Section: Imitation From Televisionmentioning

confidence: 99%

The role of demonstrator familiarity and language cues on infant imitation from television

Seehagen¹,

Herbert²

2010

Infant Behavior and Development

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An imitation procedure was used to investigate the impact of demonstrator familiarity and language cues on infant learning from television. Eighteen-month-old infants watched two pre-recorded videos showing an adult demonstrating a sequence of actions with two sets of stimuli. Infants' familiarity with the demonstrator and the language used during the demonstration varied as a function of experimental condition. Immediately after watching each video, infants' ability to reproduce the target actions was assessed. A highly familiar demonstrator did not enhance infants' performance. However, the addition of a narrative, developed from mothers' naturalistic description of the event, facilitated learning from an unfamiliar demonstrator. We propose that the differential effect of demonstrator familiarity and language cues may reflect the infants' ability to distinguish between important and less important aspects in a learning situation. AbstractAn imitation procedure was used to investigate the impact of demonstrator familiarity and lan-

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Peer imitation by toddlers in laboratory, home, and day-care contexts: Implications for social learning and memory.

Cited by 235 publications

References 63 publications

Constructing an understanding of mind: The development of children's social understanding within social interaction

Constructing an understanding of mind: The development of children's social understanding within social interaction

Foundations and Opportunities for an Interdisciplinary Science of Learning

The role of demonstrator familiarity and language cues on infant imitation from television

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