Automatic imitation.

“Automatic imitation” is a type of stimulus-response compatibility effect in which the topographical features of task-irrelevant action stimuli facilitate similar, and interfere with dissimilar, responses. This article reviews behavioral, neurophysiological, and neuroimaging research on automatic imitation, asking in what sense it is “automatic” and whether it is “imitation.” This body of research reveals that automatic imitation is a covert form of imitation, distinct from spatial compatibility. It also indicates that, although automatic imitation is subject to input modulation by attentional processes, and output modulation by inhibitory processes, it is mediated by learned, long-term sensorimotor associations that cannot be altered directly by intentional processes. Automatic imitation provides an important tool for the investigation of the mirror neuron system, motor mimicry, and complex forms of imitation. It is a new behavioral phenomenon, comparable with the Stroop and Simon effects, providing strong evidence that even healthy adult humans are prone, in an unwilled and unreasoned way, to copy the actions of others. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Hand to mouth: Automatic imitation across effector systems.

The effector dependence of automatic imitation was investigated using a stimulus–response compatibility (SRC) procedure during which participants were required to make an open or closed response with their hand or their mouth. The correct response for each trial was indicated by a pair of letters in Experiments 1 and 2 and by a colored square in Experiment 3. Each of these imperative stimuli was accompanied by task-irrelevant action images depicting a hand or mouth opening or closing. In relation to the response, the irrelevant stimulus was movement compatible or movement incompatible, and effector compatible or effector incompatible. A movement compatibility effect was observed for both hand and mouth responses. These movement compatibility effects were present when the irrelevant stimulus was effector compatible and when it was effector incompatible, but were smaller when the irrelevant stimulus and response effectors were incompatible. Consistent with the associative sequence learning (ASL) model of imitation, these findings indicate that automatic imitation is partially effector dependent and therefore that the effector dependence of intentional imitation reflects, at least in part, the nature of the mechanisms that mediate visuomotor translation for imitation. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Imitative response tendencies following observation of intransitive actions.

Clear and unequivocal evidence shows that observation of object affordances or transitive actions facilitates the activation of a compatible response. By contrast, the evidence showing response facilitation following observation of intransitive actions is less conclusive because automatic imitation and spatial compatibility have been confounded. Three experiments tested whether observation of a finger movement (i.e., an intransitive action) in a choice reaction-time task facilitates the corresponding finger movement response because of imitation, a common spatial code, or some combination of both factors. The priming effects of a spatial and an imitative stimulus were tested in combination (Experiment 1), in opposition (Experiment 2), and independently (Experiment 3). Contrary to previous findings, the evidence revealed significant contributions from both automatic imitation and spatial compatibility, but the priming effects from an automatic tendency to imitate declined significantly across a block of trials whereas the effects of spatial compatibility remained constant or increased slightly. These differential effects suggest that priming associated with automatic imitation is mediated by a different regime than priming associated with spatial compatibility. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

General processes, rather than "goals," explain imitation errors.

The goal-directed theory of imitation (GOADI) states that copying of action outcomes (e.g., turning a light switch) takes priority over imitation of the means by which those outcomes are achieved (e.g., choice of effector or grip). The object     

Acquisition of automatic imitation is sensitive to sensorimotor contingency.

The associative sequence learning model proposes that the development of the mirror system depends on the same mechanisms of associative learning that mediate Pavlovian and instrumental conditioning. To test this model, two experiments used the reduction of automatic imitation through incompatible sensorimotor training to assess whether mirror system plasticity is sensitive to contingency (i.e., the extent to which activation of one representation predicts activation of another). In Experiment 1, residual automatic imitation was measured following incompatible training in which the action stimulus was a perfect predictor of the response (contingent) or not at all predictive of the response (noncontingent). A contingency effect was observed: There was less automatic imitation indicative of more learning in the contingent group. Experiment 2 replicated this contingency effect and showed that, as predicted by associative learning theory, it can be abolished by signaling trials in which the response occurs in the absence of an action stimulus. These findings support the view that mirror system development depends on associative learning and indicate that this learning is not purely Hebbian. If this is correct, associative learning theory could be used to explain, predict, and intervene in mirror system development. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Readers' experiences of characters' goals and actions.

In this article, the authors examined readers' sensitivity to the match between characters' goals and characters' actions. In Experiment 1, readers integrated actions consistent with characters' goals more easily when there was a match between the extremeness of the actions and the urgency of the goals. In Experiments 2 and 3, characters' actions were consistent with either explicit or implicit goals. Participants showed different sensitivity to the mismatch between actions and urgent goals when they simply read the actions (Experiment 2) versus when they judged the likelihood of the actions (Experiment 3). Taken together, these results offer an account of how readers experience actions and goals when engaged in both local and global processing. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of context on eye movements when reading about possible and impossible events.

Plausibility violations resulting in impossible scenarios lead to earlier and longer lasting eye movement disruption than violations resulting in highly unlikely scenarios (K. Rayner, T. Warren, B. J. Juhasz, & S. P. Liversedge, 2004; T. Warren & K. McConnell, 2007). This could reflect either differences in the timing of availability of different kinds of information (e.g., selectional restrictions, world knowledge, and context) or differences in their relative power to guide semantic interpretation. The authors investigated eye movements to possible and impossible events in real-world and fantasy contexts to determine when contextual information influences detection of impossibility cued by a semantic mismatch between a verb and an argument. Gaze durations on a target word were longer to impossible events independent of context. However, a measure of the time elapsed from first fixating the target word to moving past it showed disruption only in the real-world context. These results suggest that contextual information did not eliminate initial disruption but moderated it quickly thereafter. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Three- and 4-year-olds encode modeled actions in two ways leading to immediate imitation and delayed emulation.

When copying a model's behavior with a tool, children tend to imitate (copy the specific actions to replicate the model's goal) rather than emulate (bring about the model's goal in the most efficient way). Tasks producing these findings test children immediately after the behavior is modeled. In 2 experiments, we investigated children's copying behavior after a delay (of a week). In Experiment 1 (n = 90), we found that although 3- and 4-year-olds often imitate in the short term, they are more likely to emulate in the long term. Data from Experiment 2 (n = 80) were consistent with children remembering actions that were relevant to a causal narrative of the task. Overall, our data suggest that children simultaneously encode modeled behavior in 2 ways that lead to both imitation and emulation. In the discussion, we consider what kind of information leads children to emulate in the long term. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Understanding action beyond imitation: Reversed compatibility effects of action observation in imitation and joint action.

A robust finding in imitation literature is that people perform their actions more readily if they are congruent with the behavior of another person. These action congruency effects are typically explained by the idea that the observation of someone else acting automatically activates our motor system in a directly matching way. In the present study action congruency effects were investigated between an imitation task and a complementary action task. Subjects imitated or complemented a virtual actor's grasp on a manipulandum. In both tasks, a color-cue could be presented forcing subjects to ignore the task rule and execute a predefined grasp. Reaction times revealed a reversal of congruency effects in the complementary action task, suggesting that subjects were able to circumvent the automatic tendency to copy actions or postures of another person. In 2 additional control experiments, congruency effects were replicated, and a Simon effect was identified to underlie faster responses in the imitation task. These results make a case against current theoretical views on imitation and direct matching in favor of more flexible models of perception-action coupling. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Time course analyses confirm independence of imitative and spatial compatibility.

Imitative compatibility, or automatic imitation, has been used as a measure of imitative performance and as a behavioral index of the functioning of the human mirror system (e.g., Brass, Bekkering, Wohlschlager, & Prinz, 2000; Heyes, Bird, Johnson, & Haggard, 2005; Kilner, Paulignan, & Blakemore, 2003). However, the use of imitative compatibility as a measure of imitation has been criticized on the grounds that imitative compatibility has been confounded with simple spatial compatibility (Aicken, Wilson, Williams, & Mon-Williams, 2007; Bertenthal, Longo, & Kosobud, 2006; Jansson, Wilson, Williams, & Mon-Williams, 2007). Two experiments are reported in which, in contrast with previous studies, imitative compatibility was measured on both spatially compatible and spatially incompatible trials, and imitative compatibility was shown to be present regardless of spatial compatibility. Additional features of the experiments allowed measurement of the time courses of the imitative and spatial compatibility effects both within and across trials. It was found that imitative compatibility follows a different time course from spatial compatibility, providing further evidence for their independence and supporting the use of imitative compatibility as a measure of imitation. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

The diverging force of imitation: Integrating cognitive science and hermeneutics.

Recent research on infant and animal imitation and on mirror neuron systems has brought imitation back in focus in psychology and cognitive science. This topic has always been important for philosophical hermeneutics as well, focusing on theory and method of understanding. Unfortunately, relations between the scientific and the hermeneutic approaches to imitation and understanding have scarcely been investigated, to the loss of both disciplines. In contrast to the cognitive scientific emphasis on sharing and convergence of representations, the hermeneutic analysis emphasizes the indeterminacy and openness of action understanding due to preunderstanding, action configuration, and the processual nature of understanding. This article discusses empirical evidence in support of these aspects and concludes that hermeneutics can contribute to the scientific investigation of imitation and understanding. Since, conversely, some grounding--and constraining--aspects of hermeneutics may be derived from cognitive science, both should be integrated in a multilevel explanation of imitation and understanding. This holds also for explanations that are largely based on mirror neuron systems, since these appear to be sensitive to developmental and experiential factors, too. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Treating another's actions as one's own: Children's memory of and learning from joint activity.

Children often overestimate their contribution to collaborative activities. Across 2 studies, the authors investigated whether this memory bias supports internalization of the actions of others in the context of joint exchanges. After taking turns with (high collaborative condition; Studies 1 and 2) or working independently of (low collaborative condition; Study 2) an adult experimenter to create a series of novel toys, children's agent memory and reconstruction ability were assessed. Children in the high collaborative condition but not the low collaborative condition systematically overclaimed the actions of their social partner, more frequently reporting having completed steps performed by the experimenter than vice versa. This "I did it" bias was related to learning performance: high collaborative children outperformed low collaborative children both during an immediate reconstruction task and 4 months later, and the strength of the bias predicted children's independent toy-building accuracy. It is argued that the "I did it" bias may emerge as part of a general process of learning from others and is supported by a common framework for representing self-actions and other actions. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Play, dreams and imitation in childhood.

Reviews the book, Play, dreams and imitation in childhood by Jean Piaget (see record 1953-01024-000). According to the reviewer, this book is the third of a series of books devoted to the development of rational thought in the child. The first section of the book deals with the development of imitation, the second with the problem of play under which a considerable discussion of dreams is subsumed, and the last section ties these together in a discussion of cognitive representation. To the present reviewer it seems that the material on imitation is the most original contribution, much of the other material having been discussed in various other previous books by Piaget. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Automatic activation of impression formation and memorization goals: Nonconscious goal priming reproduces effects of explicit task instructions.

According to the auto-motive model (J. A. Bargh, 1990), intentions and goals are represented mentally and, as representations, should be capable of nonconscious activation by the environmental context (i.e., "priming"). To test this hypothesis, the authors replicated 2 well-known experiments that had demonstrated differential effects of varying the information-processing goal (impression formation or memorization) on processing the identical behavioral information. However, instead of giving participants the goals via explicit instructions, as had been done in the original studies. the authors primed the impression formation or memorization goal. In both cases, the original pattern of results was reproduced. The findings thus support the hypothesis that the effect of activated goals is the same whether the activation is nonconscious or through an act of will. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Contingency, imitation, and affect sharing: Foundations of infants' social awareness.

Predictions about the role of contingency, imitation, and affect sharing in the development of social awareness were tested in infants during natural, imitative, and yoked conditions with their mothers at 5 and 13 weeks of age. Results showed that at both ages, infants of highly attuned mothers gazed, smiled, and vocalized positively more during the natural than during the imitative and yoked conditions, whereas they increased negative vocalizations during the yoked conditions. In contrast, infants of less attuned mothers did not differentiate between the conditions, except at 13 weeks when these infants increased their gazes during the imitative condition. Whereas contingency and imitation draw infant attention to conspecifics, affective communication appears to lay the foundation for infants' social awareness. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Striving to be known by significant others: Automatic activation of self-verification goals in relationship contexts.

Extending research on the automatic activation of goals associated with significant others, the authors hypothesized that self-verification goals typically pursued with significant others are automatically elicited when a significant-other representation is activated. Supporting this hypothesis, the activation of a significant-other representation through priming (Experiments 1 and 3) or through a transference encounter (Experiment 2) led participants to seek feedback that verifies their preexisting self-views. Specifically, significant-other primed participants desired self-verifying feedback, in general (Experiment 1), from an upcoming interaction partner (Experiment 2), and relative to acquaintance-primed participants and favorable feedback (Experiment 3). Finally, self-verification goals were activated, especially for relational self-views deemed high in importance to participants’ self-concepts (Experiment 2) and held with high certainty (Experiment 3). Implications for research on self-evaluative goals, the relational self, and the automatic goal activation literature are discussed, as are consequences for close relationships. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Use of reinforcement and imitation to reinstate verbal behavior in mute psychotics.

Verbal behavior was reinstated in 3 long-term, mute psychotics using reinforcement procedures. For 2 Ss, shaping and fading techniques were used to establish limited verbal repertoires. Wtih a 3rd S, the shaping technique was ineffective; however, a reinforced imtiation technique succeeded in developing imitative vocalizations which were then established as verbal responses. For all Ss, the functional role of contingent reinforcement in maintaining the recently developed verbal behavior was demonstrated: when Ss received reinforcement only when they were not responding verbally, their rates of verbal responding showed marked decreases, but recovered when contingent reinforcement for verbal behavior was resumed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Learning the rules: Observation and imitation of a sorting strategy by 36-month-old children.

Two experiments were used to investigate the scope of imitation by testing whether 36-month-olds can learn to produce a categorization strategy through observation. After witnessing an adult sort a set of objects by a visible property (their color; Experiment 1) or a nonvisible property (the particular sounds produced when the objects were shaken; Experiment 2), children showed significantly more sorting by those dimensions relative to children in control groups, including a control in which children saw the sorted endstate but not the intentional sorting demonstration. The results show that 36-month-olds can do more than imitate the literal behaviors they see; they also abstract and imitate rules that they see another person use. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The self salience model of other-to-self effects: Integrating principles of self-enhancement, complementarity, and imitation.

In a series of studies the Self Salience Model of other-to-self effects is tested. This model posits that self-construal salience is an important determinant of whether other-to-self effects follow the principles of self-enhancement, imitation, or complementarity. Participants imagined interactions (Studies 1 and 2) or were confronted (Studies 3 to 5) with dominant, submissive, agreeable, or quarrelsome person targets. Findings support the prediction that subsequent self-evaluations (Studies 1 to 3) and behaviors (Studies 4 and 5) follow the principles of self-enhancement when the personal self is activated (contrast away from undesirable targets, assimilation toward desirable targets); the principles of complementarity when the relational self is activated (contrast on the dominant-submissive dimension, assimilation on the agreeable-quarrelsome dimension); and the principles of imitation when the collective self is activated (assimilation regardless of desirability or dimension). (PsycINFO Database Record (c) 2010 APA, all rights reserved)