Imitation Task Research Articles

Creation of social interaction environments with robot for autistic children: analysis of assessment instruments and type of activities

PurposeThe aim of the study is to conduct a thematic review of assessment tools and types of activities in the application of robotics to autistic students during the period 1996–2021 using Web of Science and Scopus. The sample consisted of 119 documents.Design/methodology/approachNowadays, emerging technologies have become increasingly prevalent across various fields of knowledge. In this regard, robotics is being increasingly applied in the educational environment. The characteristics of this tool are the ones that best suit the needs of autistic students.FindingsResults reveal that 16.80% of the studies used automatic measurement systems, whilst 15.96% of the studies used user observation and recording techniques. As for the tasks, 37.80% were focussed on imitation tasks. Amongst the practical implications is the need to include tasks that could be developed collaboratively in the regular classroom.Originality/valueWith this research, it is intended to disseminate in the scientific community what are the characteristics that should have the interaction activities between a robot and autistic students. In addition, the type of tool needed to evaluate the improvements in the interaction is proposed.

Atomicity & Countability in Linguistically-Informed Instruction

While the literature shows that there is strong support for the effects of explicit instruction on explicit language knowledge, there has been little research on the effects of different types of explicit instruction on language acquisition. This study attempts to bridge the gap between Instructed Second Language Acquisition and Generative Second Language Acquisition by creating an instructional context that employs Generative theories and findings in order to teach L2-English articles and noun types. The study investigates L1-Mandarin learners in three different instructional contexts (linguistically-informed instruction, traditional instruction, and no extra instruction) acquiring countable and uncountable nouns in an indefinite-singular article context in L2 English. As measured by an elicited-sentence imitation task and an acceptability judgment task at pre-test, immediate posttest, and three-week-delayed post-test, the results find that learners receiving explicit instruction on the semantic features needing to be reassembled make the greatest gains over the duration of the study. These findings suggest that if linguistically-informed instruction were implemented in a systematic way throughout an entire grammar course, it may lead to greater linguistic gains in a shorter amount of time.

The cultural and linguistic adaptation of the Oxford Cognitive Screen to Tamil.

The Oxford Cognitive Screen (OCS) is a screening tool to assess stroke patients for deficits in attention, executive functions, language, praxis, numeric cognition, and memory. In this study, the OCS was culturally and linguistically adapted to Tamil, for use in India (OCS TA), considering the differences between formal and spoken versions of Tamil and consideration of its phonetic complexity. We adopted two-parallel form versions of the OCS and generated normative data for them. We recruited 181 healthy controls (Mean = 39.27 years, SD 16.52) (141 completed version A, 40 completed version B, 33 completed version A and B) and compared the data with the original UK normative sample. In addition, 28 native Tamil-speaking patients who had a stroke in the past three years (Mean = 62.76 years, SD 9.14) were assessed. Convergent validity was assessed with subtasks from Addenbrooke's Cognitive Examination III (ACE-III). We found significant differences between the UK normative group and the OCS TA normative group in age and education. Tamil-specific norms were used to adapt the cutoffs for the memory, gesture imitation, and executive function tasks. When domain-specific scores on the ACE-III were compared, OCS TA exhibited strong convergent validity. The OCS TA has shown the potential to be a useful screening tool for stroke survivors among Tamil speakers with the two-parallel forms demonstrating good equivalence. Further empirical evidence from larger studies is required to establish their psychometric performance and clinical validity.

Musical perception skills predict speech imitation skills: differences between speakers of tone and intonation languages

AbstractThe ability to imitate speech is linked to individual cognitive abilities such as working memory and the auditory processing of music. However, little research has focused on the role of specific components of musical perception aptitude in relation to an individual’s native language from a crosslinguistic perspective. This study explores the predictive role of four components of musical perception skills and working memory on phonetic language abilities for speakers of two typologically different languages, Catalan (an intonation language) and Chinese (a tone language). Sixty-one Catalan and 144 Chinese participants completed four subtests (accent, melody, pitch and rhythm) of the Profile of Music Perception Skills, a forward digit span task and a speech imitation task. The results showed that for both groups of participants, musical perception skills predicted speech imitation accuracy but working memory did not. Importantly, among the components of musical perception skills, accent was the only predictive factor for Chinese speakers, whereas melody was the only predictive factor for Catalan speakers. These findings suggest that speech imitation ability is predicted by musical perception skills rather than working memory and that the predictive role of specific musical components may depend on the phonological properties of the native language.

Automatic imitation in school-aged children

Children imitate others for different reasons: To learn from others and to reach social goals such as affiliation or prosociality. So far, imitative acts have been measured using diverging methods in children and adults. Here, we investigated whether school-aged children’s imitation can be measured via their automatic imitation with a classical imitation-inhibition task (Brass et al., 2000) as has been used in adults. To this end, we measured automatic imitation in N=94 7–8-year-olds and N=10 adults. The results were similar in children and adults: Observing actions that are incongruent with participants’ actions interferes with their responses resulting in increased reaction times and error rates. This shows that assessing automatic imitation via the imitation-inhibition task is feasible in children, and creates the basis for future studies to compare the behaviour of different age groups with the same imitation task.

The effects of various combinations of form-focused instruction techniques on the acquisition of English articles by second language learners of English

The current study investigated the extent to which second language (L2) learners of English benefitted from various combinations of form-focused instruction (FFI) techniques on the acquisition of English articles. Forty-six participants were randomly assigned to four conditions: input enhancement only ( n = 12); input enhancement and metalinguistic explanations ( n = 11); input enhancement, metalinguistic explanations, and practice ( n = 11); and a control condition ( n = 12). They each received six hours of online instruction on English articles according to their condition. The participants’ knowledge of articles was measured by four tasks (i.e. grammaticality judgment task, metalinguistic knowledge task, elicited imitation task, and picture-description task) in a pretest, an immediate posttest, and a delayed posttest. Results showed that the group receiving input enhancement and metalinguistic explanations exhibited clear and durable gains in the metalinguistic knowledge task. Furthermore, a subset of participants who benefitted the most from the instructional treatment revealed two common factors: a first language (L1) without an article system and a high rate of engagement during the online instruction. The findings suggest that metalinguistic explanations clearly contribute to explicit knowledge of articles and that learners’ L1 backgrounds may affect the extent to which FFI on English articles benefits them. The present study contributes meaningfully to the current understanding of the effects of FFI as well as the L2 acquisition of English articles.

On the effects of task focus and processing level on the perception–production link in second-language speech learning

AbstractThis study presents a reanalysis of existing data to investigate whether a relationship between perception and production abilities regarding a challenging second-language (L2) phonological contrast is observable (a) when both modalities must rely on accessing stored lexical representations and (b) when there is an asymmetry in task focus between perception and production. In the original studies, German learners of English were tested on their mastery of the English /ɛ/-/æ/ contrast in an auditory lexical decision task with phonological substitutions, a word-reading task, and a segmentally focused imitation task. Results showed that accurate nonword rejection in the lexical decision task was predicted by the Euclidean distance between the two vowels in word reading but not in imitation. These results extend previous findings to lexical perception and production, highlight the influence of task focus on the degree of coupling between the two modalities, and may have important implications for pronunciation training methods.

Parallel forms reliability of two versions of the Spanish Elicited Imitation Task

Assessing proficiency in a standardized way is fundamental to second language acquisition research methodology and theory building. Ortega and colleagues’ (2002) Elicited Imitation Task (EIT), developed to measure global oral proficiency across various languages, has been supported by a body of methodological research that provides evidence that the task yields scores that are internally reliable and externally valid. However, where only one EIT has been validated for a given language, as in Spanish, the EIT's usefulness for longitudinal or repeated-measures research is limited due to possible test effects. The present study tests the parallel forms reliability of a minimally modified version of the Ortega et al. (2002) Spanish EIT (version A) and a second version (version B) designed to provide a parallel option for longitudinal research. Both versions were administered to participants (n = 96), from whom self-ratings of proficiency were also collected. Parallel forms reliability was supported by a wide variety of metrics, including comparability between the versions in terms of overall scores, internal reliability, item-level statistics, and correlations with an external measure (self-ratings of proficiency). These results provide evidence for the two versions’ parallel forms equivalence, which in our view supports their utility for longitudinal research.

Questioning questions - the perception of f0 scaling in German questions between categorical function and continuous attitude.

In previous studies comparing the intonation of questions and statements in German, greater f0 excursions of phrase-final rises have been associated with questions in both read speech and spontaneous speech. This holds for production studies as well as perception studies. However, a major question remains whether these differences are perceived categorically or continuously. Furthermore, we ask whether the differences in f0 scaling correspond to categorical linguistic functions or rather an attitudinal continuum. We conducted three different perception experiments: a classical categorical perception task, an imitation task, and a semantic evaluation task. The results suggest that f0 scaling in phrase-final rises is perceived as a phonetic continuum rather than in phonological categories. Furthermore, the gradual increase of the final rise is associated with a gradual increase in perceived questioning. Lastly, the phonetic cues to this degree of questioning are distinct from those to the other investigated meanings surprise and uncertainty. Accordingly, this study supports the assumption that questioning constitutes an attitudinal meaning in its own right.

Differential responses in the mirror neuron system during imitation of individual emotional facial expressions and association with autistic traits

The mirror neuron system (MNS), including the inferior frontal gyrus (IFG), inferior parietal lobule (IPL) and superior temporal sulcus (STS) plays an important role in action representation and imitation and may be dysfunctional in autism spectrum disorder (ASD). However, it's not clear how these three regions respond and interact during the imitation of different basic facial expressions and whether the pattern of responses is influenced by autistic traits. Thus, we conducted a natural facial expression (happiness, angry, sadness and fear) imitation task in 100 healthy male subjects where expression intensity was measured using facial emotion recognition software (FaceReader) and MNS responses were recorded using functional near-infrared spectroscopy (fNIRS). Autistic traits were measured using the Autism Spectrum Quotient questionnaire. Results showed that imitation of happy expressions produced the highest expression intensity but a small deactivation in MNS responses, suggesting a lower processing requirement compared to other expressions. A cosine similarity analysis indicated a distinct pattern of MNS responses during imitation of each facial expression with functional intra-hemispheric connectivity between the left IPL and left STS being significantly higher during happy compared to other expressions, while inter-hemispheric connectivity between the left and right IPL differed between imitation of fearful and sad expressions. Furthermore, functional connectivity changes during imitation of each different expression could reliably predict autistic trait scores. Overall, the results provide evidence for distinct patterns of functional connectivity changes between MNS regions during imitation of different emotions which are also associated with autistic traits.

The influence of raters and scoring procedures on EIT outcomes: An exploratory study

This mixed-methods study examines the role of rating modality (aural vs. written) and rater characteristics (language background, linguistics training) on outcomes on a Spanish elicited imitation task (EIT) and provides insight into rater cognition during the scoring process. Thirty Spanish-English bilingual raters were divided into two conditions—one that scored test-takers’ audio-recorded oral EIT productions, the other that scored written transcriptions. Within each condition, raters varied according to their language background (native vs. nonnative Spanish speaker) and linguistics training (no training, minimal training, moderate training, extensive training). All raters scored the same six 30-item EITs using Ortega et al.’s (2002) rubric. Ten raters additionally completed a think-aloud protocol during their scoring. Ordinal logistic mixed-effects modelling was used to explore quantitative interrater differences in scoring (k = 5,400), and content analysis (Krippendorf, 2018) was employed to investigate patterns in the verbal reports. Results reveal significant differences in EIT outcomes according to rating modality and language background but not linguistics training. Raters scoring in the aural condition and native Spanish speakers rated test items higher than their written condition and nonnative Spanish-speaking counterparts. Analyses of the verbal reports suggest some systematic differences in rating considerations according to rating modality such as differences introduced by punctuation in the written modality or by the need to determine what language was produced in the aural modality. The findings contribute novel information for EIT validity arguments and have implications for rating procedures for future EIT studies.

Examining the comparability of parallel English and Chinese elicited imitation tasks

The suite of elicited imitation tasks (EITs) developed originally by Ortega et al. (2002) has been validated as an effective measure of second language (L2) proficiency and adopted in different L2 studies. However, the comparability of the crosslinguistic parallel EITs, all developed based on the English version, has yet to be explored. This exploratory study investigated the comparability of Ortega et al.’s parallel English and Chinese EITs by analyzing L2 English data collected from 82 L2 English participants in Wu et al. (2022) and L2 Chinese data collected from 80 L2 Chinese participants in Wu and Ortega (2013). Despite the crosslinguistic variation observed between the English and Chinese EITs, the converging evidence gathered from internal consistency, item discriminatory power, correlations with external proficiency measures, and abilities to discriminate four speaking levels indicates that the two parallel EITs tap roughly the same language proficiency components in each language. Crucially, the classification drawn from the same CAF measures across both languages suggests that the five proficiency levels of the EIT scores (i.e., Novice = 0–24; Low = 25–48; Intermediate = 49–72; High = 73–96; Advanced = 97–120) can consistently discriminate language abilities into distinctive levels across both languages. We hope the proposed five proficiency levels will enhance the application and interpretation ability of Ortega et al.’s parallel EITs in crosslinguistic, bilingual, and multilingual research.

FMRI reveals the dynamic interface between explicit and implicit knowledge recruited during elicited imitation task

Development of valid tasks that tap into implicit knowledge is a prerequisite for understanding the interface between explicit and implicit grammatical knowledge in second language (L2) acquisition. However, the extent to which elicited imitation tasks (EITs) draw on implicit or/and explicit knowledge has been a subject of controversy, due in part to the limitations of behavioral methods. To overcome this drawback, in this study, we used functional magnetic resonance imaging (fMRI) to examine the neural circuits underlying explicit and implicit knowledge (i.e., declarative and procedural memory) during the listening and speaking phases of an EIT performed by advanced L2 speakers of Japanese living in Japan. While the behavioral data suggest that the EIT primarily draws on automatized (speeded-up) explicit knowledge, the neuroimaging data revealed learners’ dynamic use of explicit and implicit knowledge during its comprehension and production phases. Higher explicit knowledge scores (derived from a metalinguistic knowledge task) were associated with greater declarative memory (left hippocampus) activation during the speaking EIT phase, indicating a prominent role of explicit knowledge in production. During the listening phase, however, higher explicit knowledge scores predicted lower activation in declarative memory (left hippocampus) and higher activation in procedural memory (left inferior frontal gyrus), suggesting that explicit knowledge plays both inhibitory and facilitative role in the use of implicit knowledge for comprehension. Taken together, these findings suggest that advanced L2 speakers utilize their explicit and implicit knowledge efficiently and dynamically—characterized as a hallmark of automaticity—for comprehension and production during the EIT.

Building an elicited imitation task as a measure of implicit grammatical knowledge

Elicited imitation tests (EIT) are often used to measure the effects of a form?focused intervention on the development of L2 learners’ implicit grammatical knowledge, which is intuitive and retrieved without conscious awareness. This study investigated the relationship between an EIT focused on the English past tense and a set of other tests; it also examined whether the past-tense morpheme type, grammaticality of the verbs, their position in the stimulus utterances, and the explicitness of the test instructions influence learners’ imitation accuracy. Forty-four university-level students, all native speakers of Mandarin and enrolled in an English for academic purposes program in Canada, completed an EIT along with four other tests over two consecutive sessions. Results revealed that only the imitation of irregular verbs was significantly correlated with the other tests. In addition, the participants were more accurate in repeating the grammatical and correcting the ungrammatical regular verbs but neither the position of the verbs nor the type of instructions significantly influenced imitation. These findings suggest that several factors can influence learners’ performance and the knowledge that they draw upon during an EIT.

Motor differences in autism during a human-robot imitative gesturing task

BackgroundDifficulty with imitative gesturing is frequently observed as a clinical feature of autism. Current practices for assessment of imitative gesturing ability–behavioral observation and parent report–do not allow precise measurement of specific components of imitative gesturing performance, instead relying on subjective judgments. Advances in technology allow researchers to objectively quantify the nature of these movement differences, and to use less socially stressful interaction partners (e.g., robots). In this study, we aimed to quantify differences in imitative gesturing between autistic and neurotypical development during human-robot interaction. MethodsThirty-five autistic (n = 19) and neurotypical (n = 16) participants imitated social gestures of an interactive robot (e.g., wave). The movements of the participants and the robot were recorded using an infrared motion-capture system with reflective markers on corresponding head and body locations. We used dynamic time warping to quantify the degree to which the participant's and robot's movement were aligned across the movement cycle and work contribution to determine how each joint angle was producing the movements. FindingsResults revealed differences between autistic and neurotypical participants in imitative accuracy and work contribution, primarily in the movements requiring unilateral extension of the arm. Autistic individuals imitated the robot less accurately and used less work at the shoulder compared to neurotypical individuals. InterpretationThese findings indicate differences in autistic participants' ability to imitate an interactive robot. These findings build on our understanding of the underlying motor control and sensorimotor integration mechanisms that support imitative gesturing in autism which may aid in identifying appropriate intervention targets.

Complex Syntax Methods of Assessment: Relative Clauses

Relative clauses are a type of complex syntax in which a clause modifies a noun (e.g., “the dog that runs in the house”). Some children struggle to produce relative clauses and their difficulties may impact their academic performance. Assessments that measure children’s relative clause skill are thus needed to assess and monitor progress of intervention in children’s relative clause skill to increase these children’s communication and in turn, academic performance. The aim of this study was to compare commonly used assessments in the research literature, two sentence imitation tasks (a straight imitation task and a delayed imitation task) and one elicitation task (a toy elicitation task), to identify the most efficient measure that captures child skill. An age effect was found for the straight imitation task which suggests that this task can capture growth over time. There were no statistically significant differences between the straight imitation and toy elicitation tasks. This lack of statistical significance indicates that the straight imitation task, which appeared to yield similar results to the elicitation task and is more efficient to administer, may provide an equally valid measure of relative clause production skills. The use of a straight imitation task is suggested to provide speech-language pathologists and researchers with a relative clause assessment tool that will aid in relative clause intervention that is efficient, captures growth, and truly captures relative clause skill.

Does the threat of COVID-19 modulate automatic imitation?

The tendency to involuntarily imitate the actions of others (automatic imitation) can be modulated by social affiliative cues. Here, we explored whether the disruption to our social lives caused by the COVID-19 pandemic may subsequently influence automatic imitation. Three groups were initially presented a sentence comprehension task that featured either neutral (control), safe or unsafe primes to COVID-19 infection. They then completed an automatic imitation task, where a numeric cue was presented alongside apparent motion of an index or middle finger, which was either compatible or incompatible with the required response. Reaction times were longer for the incompatible compared to compatible trials, and thus demonstrated automatic imitation. However, there was no influence of the primes indicating that automatic imitation was unaffected by the risk of COVID-19. The potential theoretical explanations and practical implications of pathogen avoidance and social bonding incentives are discussed with reference to pandemic events.

Modulating motor resonance with paired associativestimulation: Neurophysiological and behavioral outcomes

In the human brain, paired associative stimulation (PAS), a non-invasive brain stimulation technique based on Hebbian learning principles, can be used to model motor resonance, the inner activation of an observer's motor system by action observation. Indeed, the newly developed mirror PAS (m-PAS) protocol, through the repeatedly pairing of transcranial magnetic stimulation (TMS) pulses over the primary motor cortex (M1) and visual stimuli depicting index–finger movements, allows the emergence of a new, atypical pattern of cortico-spinal excitability. In the present study, we performed two experiments to explore (a) the debated hemispheric lateralization of the action-observation network and (b) the behavioral after-effects of m-PAS, particularly concerning a core function of the MNS: automatic imitation.In Experiment 1, healthy participants underwent two sessions of m-PAS, delivered over the right and left M1. Before and after each m-PAS session, motor resonance was assessed by recording motor-evoked potentials induced by single-pulse TMS applied to the right M1 while observing contralateral (left) and ipsilateral (right) index–finger movements or static hands. In Experiment 2, participants performed an imitative compatibility task before and after the m-PAS targeting the right M1. Results showed that only m-PAS targeting the right hemisphere, non-dominant in right-handed people, induced the emergence of motor resonance for the conditioned movement, absent before the stimulation. This effect is not present when m-PAS target the M1 of the left hemisphere. Importantly, the protocol also affects behavior, modulating automatic imitation in a strictly somatotopic fashion (i.e., influencing the imitation of the conditioned finger movement).Overall, this evidence shows that the m-PAS can be used to drive new associations between the perception of actions and their corresponding motor programs, measurable both at a neurophysiological and behavioral level. At least for simple, not goal-directed, movements, the induction of motor resonance and automatic imitation effects are governed by mototopic and somatotopic rules.

Deep Reinforcement Learning for Articulatory Synthesis in a Vowel-to-Vowel Imitation Task

Articulatory synthesis is one of the approaches used for modeling human speech production. In this study, we propose a model-based algorithm for learning the policy to control the vocal tract of the articulatory synthesizer in a vowel-to-vowel imitation task. Our method does not require external training data, since the policy is learned through interactions with the vocal tract model. To improve the sample efficiency of the learning, we trained the model of speech production dynamics simultaneously with the policy. The policy was trained in a supervised way using predictions of the model of speech production dynamics. To stabilize the training, early stopping was incorporated into the algorithm. Additionally, we extracted acoustic features using an acoustic word embedding (AWE) model. This model was trained to discriminate between different words and to enable compact encoding of acoustics while preserving contextual information of the input. Our preliminary experiments showed that introducing this AWE model was crucial to guide the policy toward a near-optimal solution. The acoustic embeddings, obtained using the proposed approach, were revealed to be useful when applied as inputs to the policy and the model of speech production dynamics.

An efficiently working brain characterizes higher mental flow that elicits pleasure in Chinese calligraphic handwriting.

The mental flow that commonly emerges during immersion in artistic activities is beneficial for maintaining mental health. However, there is not that much converging neurobiological evidence about how flow emerges and elicits pleasure in arts. Using an imitation task of Chinese calligraphic handwriting with self-rated subjective flow experience, we investigated the neural interactions supporting flow. Our results show that calligraphic handwriting requires cooperation between widespread multimodal regions that span the visual and sensorimotor areas along the dorsal stream, the top-down attentional control system, and the orbito-affective network. We demonstrate that higher flow is characterized by an efficiently working brain that manifests as less activation particularly in the brain regions within dorsal attention network and functional connectivity between visual and sensorimotor networks in calligraphy. Furthermore, we also propose that pleasure during calligraphy writing arises from efficient cortical activity in the emergence of flow, and the orbito-caudate circuit responsible for feelings of affection. These findings provide new insight into the neuropsychological representations of flow through art, and highlight the potential benefits of artistic activities to boost well-being and prosperity.