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PubMed1984

Speech versus sign comprehension in autistic children: analysis and prediction.

Autistic children have severe problems in acquiring language. For this reason, special techniques have been developed to teach them speech and sign language. It is not known, however, whether these children will profit more from speech or sign training. The research literature implies that verbal imitative ability may predict language learning characteristics particularly in the speech modality. In view of this possibility, two groups of autistic children--good versus poor verbal imitators--were studied within the context of a receptive label acquisition task. Good imitators acquired receptive speech whereas poor imitators typically did not. Both groups acquired receptive signs. The results were discussed in terms of the role that imitative ability may play with respect to language acquisition in this population.

Adolescent↗
PubMed1988

Generalized imitation in infants.

Effects of modeling and contingent praise on infant's motor response topographies were experimentally analyzed. Three 10-month-old male infants and their mothers participated in 20-min. experimental sessions two to four times a week for 2 to 7 months. During each session a mother presented her infant with 15 toys randomly selected from a pool of 45. The infant was allowed to play with each toy for 1 min. During treatment the mother modeled prescribed responses with each toy, and during 10 training trials per session, she praised her infant if he emitted topographically similar responses. Interspersed among training trials were five probe trials for which praise was seldom available. All three infants showed systematic increases in the targeted training and probe response topographies following the introduction of the modeling and praise treatment procedure. Thus, responding during probes demonstrated generalized imitation with infants, a new and developmentally important population.

Generalization, Psychological↗
PubMed1989

Reduction of demand characteristics in the measurement of certainty during modeled conservation.

The purpose of the present experiment was to document the cognitive processes mediating the observational learning of conservation. Two formats for measuring certainty were contrasted among nonconservers assigned to one of give groups. Under a public format, two groups used a certainty rating scale and showed the experimenter how sure they were about the correctness of a peer model's statements. Under a private format, two groups employed the same scale but were assured that their rating was not known by the experimenter. Within each format, one group was presented with the model's conservation answers and one group with the model's opinions on arbitrary matters. Conservation was demonstrated to the fifth group which did not perform the certainty assessment. All conservation groups were post-tested immediately after modeling and 6 weeks later and all groups displayed equivalent stable learning. Whereas public certainty was constantly high, private certainty increased as the model proceeded through conservation exemplification, in accordance with a hypothesis of sequential imitation and comprehension processes. Private certainty was also higher for conservation than for opinion, although not on the first two items. Public certainty was high regardless of modeled content, and public rating latency was always found to be shorter. These results strongly suggested the presence of demand characteristics for high undifferentiated ratings under the public format of certainty appraisal. This contamination prevented valid monitoring of the course of cognitive rule processing.

Attention↗
PubMed1991

Does object modeling elicit imitative-like gestures from young infants?

One interpretation of the evidence for early imitative-like matching of facial gestures is that the acts are elicited by stimulus properties, rather than constructed by the infant. Verification of this possibility requires presentation of object models to determine whether infants reliably respond to them with movement-matching gestures. Two object models, one simulating tongue movements and the other mouth opening/closing, were presented to younger infants (median age = 5 weeks) and to older ones (median age = 12 weeks) under systematically varied movement conditions. Additionally, a live model presented tongue protrusion and mouth opening gestures to the same infants. Findings of two studies were similar. At neither age was there reliable elicitation of facial gestures by either object model, which suggests that most infants were not imitating the object movements or responding to them in a way that verifies elicitation of facial matches by object presentation. Live modeling of tongue extensions, however, did increase the incidence of partial tongue protrusions among infants at 5 weeks, which supports previous research.

Attention↗
PubMed1991

Does immediate imitation influence long-term memory for observed actions?

Long-term memory for object-related information acquired observationally was studied among younger and older toddlers under two conditions of acquisition and retention: direct imitation followed by reproduction after a 10 min delay (delayed imitation), and deferred imitation. A principal aim was to determine whether direct imitation fosters a form of enactive representation that improves long-term memory, or whether such memory is influenced more by visual encoding factors. Tasks consisted of five simple action combinations or separations. Results indicated that post-test scores were higher under all three post-test conditions than under pretest. Likewise, post-test performance was higher than that of a comparison group that did not observe the target actions. The results overall indicate that direct imitation did not operate substantially to improve memory for the modelled acts. Children were able to encode and retain about as much from their visual pickup of the modeled acts as from feedback obtained through the process of imitation. This finding was especially true for the older children.

Discrimination Learning↗
PubMed1991

Generalized vocal imitation in infants.

Effects of modeling and response-contingent social praise on the vocal imitation of three 9- to 13-month-old infants were analyzed. Three infants and parents participated in 2 to 4 experimental sessions a week for 2 to 4 months. During each 20-min-long session, the parent presented vocal models for the infant to imitate. During the model-alone condition, no social praise was programmed for infant imitation. During the model-and-praise condition, social praise was provided by the parent for infant imitation on training trials, but not probe trials. All three infants showed systematic increases in matching during training trials following the introduction of the model-and-praise condition. Although matching during probe trials was not directly reinforced, probe-trial responding increased systematically with training-trial responding. Furthermore, non-matching infant vocalizations did not increase systematically with the introduction of the model-and-praise procedure. Together these findings provide a demonstration of generalized vocal imitation in infants, a population in which it had not previously been shown to occur.

Female↗
PubMed1986

Social influences on factored dimensions of the McGill Pain Questionnaire.

The McGill Pain Questionnaire (MPQ) was administered to 268 subjects following electrical stimulation to pain-tolerance limits. Subjects received stimulation under four social modeling conditions: tolerant, intolerant, control, and no model. The number of factors and degree of obliqueness most appropriate for the MPQ scores were determined using multiple criteria. Five factors, reflecting 46.6% of the total variance, were derived and labelled as follows: affective-arousal, sensory-pressure, perception of harm, somesthetic pressure, and cutaneous sensitivity. The various modeling conditions did not produce any significant between-group differences on the factors. The repeated demonstration that the MPQ assesses substantially more than the three components originally proposed suggests that considerable caution is warranted with respect to using the 'sensory-evaluative-affective' method of scoring this test. Considered in relation to previous research, the present findings are consistent with the conclusion that social influences affect fundamental components of subjective reactions to pain.

Electroshock↗