Abstract
Young children not only need to learn how to perform isolated actions, but also temporally and spatially coordinated actions such as using a knife and fork. Routes to learning such coordinated actions include imitation and participation in joint action. However, little is known about the mechanisms guiding transmission of coordinated actions through observation and joint action performance. This paper reports an experiment comparing children’s tendency to imitate multiple, coordinated actions following demonstration by a single model acting bimanually (Bimanual Observation condition), two models performing the same actions jointly with one performing each hand action (Joint Observation condition) and a condition in which the child actively takes part in the joint action demonstration by performing one part in coordination with a partner (Joint Action condition). When children were subsequently left alone to perform the task independently, they were more likely to imitate both coordinated actions in the two observation conditions than in the Joint Action condition, with no difference between performance in Bimanual and Joint Observation conditions. It is argued that this is due to children being more able to form a global representation of both actions and the relations between the two when observing from a distance than when actively involved in the task.
Highlights
During their early years, children develop a repertoire of ever more complex actions and combinations of actions in order to achieve ever more sophisticated goals
Participants in the Joint Action condition were less likely to make a Two Key response with their first action than those in the baseline Bimanual Observation condition (β = -1.44, SE β = .51, p = .005) but there was no difference between the Joint Observation and Bimanual Observation conditions (β = -.01, SE β = .49, p = .98)
The same analysis was repeated with Joint Observation as the reference category, demonstrating a difference between Joint Observation and Joint Action conditions (β = -1.44, SE β = .51, p = .005)
Summary
Children develop a repertoire of ever more complex actions and combinations of actions in order to achieve ever more sophisticated goals. Many of these actions involve coordination and require children to learn how different parts of the action must be coordinated spatially and temporally. Children need to learn about the relations between different parts of the action. One route to learning about these coordinated actions is by observing other individuals performing them and engaging in imitation. Children passively watch others, but often engage in joint actions where they perform parts of an action in coordination with a partner performing other parts [1, 2].
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
