I sent these articles and abstracts to you earlier, Mike; and I am
not sure
if they have they entered this discussion yet. Apologies if they are
repetitive or off topic
Comparing babies, toddlers and preschoolers -- seems pre-schoolers
is more
than just an opaque expression!
Have the older children learned the "over-imitation" in certain social
interactions in certain cultures or is this age effect more general?
Emulation and "overemulation" in the social learning of causally
opaque
versus causally transparent tool use by 23- and 30-month-olds. Nicola
McGuigan and Andrew Whiten Journal of Experimental Child Psychology
Volume
104, Issue 4, December 2009, Pages 367-381
Abstract: We explored whether a rising trend to blindly "overcopy" a
model's
causally irrelevant actions between 3 and 5 years of age, found in
previous
studies, predicts a more circumspect disposition in much younger
children.
Children between 23 and 30 months of age observed a model use a tool
to
retrieve a reward from either a transparent or opaque puzzle box.
Some of
the tool actions were irrelevant to reward retrieval, whereas others
were
causally necessary. The causal relevance of the tool actions was
highly
visible in the transparent box condition, allowing the participants to
potentially discriminate which actions were necessary. In contrast,
the
causal efficacy of the tool was hidden in the opaque box condition.
When
both the 23- and 30-month-olds were presented with either the
transparent or
opaque box, they were most commonly emulative rather than imitative,
performing only the causally necessary actions. This strategy
contrasts with
the blanket imitation of both causally irrelevant and causally
relevant
actions witnessed at 3 and 5 years of age in our previous studies. The
results challenge a current view of 1- and 2-year-olds as largely
"blind
imitators"; instead, they show that these young children have a
variety of
social learning processes available to them. More broadly the emerging
patterns of results suggest, rather counterintuitively, that the human
species becomes more imitative rather than less imitative with age,
in some
ways "mindlessly" so.
Imitation of causally opaque versus causally transparent tool use by
3- and
5-year-old children. Cognitive Development, Volume 22, Issue 3,
July-September 2007, Pages 353-364. Nicola McGuigan, Andrew Whiten,
Emma
Flynn, Victoria Horner
Abstract: We investigated whether the tendency to imitate or emulate
is
influenced by the availability of causal information, and the amount
of
information available in a display. Three and 5-year-old children
were shown
by either a live or video model how to obtain a reward from either a
clear
or an opaque puzzle box. Some of the actions in the sequence were
causally
relevant to retrieving the reward, whereas others were irrelevant.
The clear
box made the causally irrelevant actions visible, whereas the opaque
box
prevented them from being seen. Results indicated that both 3- and
5-year-old children imitated the irrelevant actions regardless of the
availability of causal information following a live demonstration. In
contrast, the 3-year-olds employed an emulative approach, omitting
irrelevant actions, when the information available was degraded in a
video
demonstration. However, the 5-year-olds were unaffected by the
degraded
information and employed an imitative approach. We suggest that
imitation
develops to be such an adaptive human strategy that it may often be
employed
at the expense of task efficiency.
Emulation, imitation, overimitation and the scope of culture for
child and
chimpanzee. Philosophical Transactions of the Royal Society, B (2009)
Volume: 364. A Whiten, N Mcguigan, S Marshall-pescini, L M Hopper
Selective imitation in child and chimpanzee: A window on the
construal of
others' actions. In S. Hurley & N. Chater (Eds.), Perspectives on
imitation:
A Whiten, V Horner, S Marshall-pescini From (2005)
Peg
-----Original Message-----
From: xmca-bounces@weber.ucsd.edu [mailto:xmca-
bounces@weber.ucsd.edu] On
Behalf Of mike cole
Sent: Sunday, February 07, 2010 11:06 PM
To: eXtended Mind, Culture, Activity
Subject: Re: [xmca] "overimitation" ref
I think Sasha's idea is perfectly plausible.
So who out there can run the experiment??
"-)
mike
On Sun, Feb 7, 2010 at 7:38 PM, Steve Gabosch <stevegabosch@me.com>
wrote:
Alexander Surmava (Sasha) sent me some keen observations on the
plastic box experiment and predicts that if a child was left alone
with the clear plastic box and their candy prizes long without adult
observation, the child would go the road of the chimps and discard
the
unnecessary moves. This suggests an interesting extension of this
experiment which could offer additional insight into the social
nature
of over-imitation that Rod and Mike are discussing.
- Steve
On Feb 7, 2010, at 7:23 AM, mike cole wrote:
I agree with your analysis, Rod. The application of "over" to this
form of
imitation obscures the sources of reward for the children in
imitating adults. I was trying to indicate that this phenomenon fits
well the idea of the special role of social others in earliest
infancy evidenced as part of mutual imitation.
I know what you mean about the problems of working time and a half
while engaging in these discussions. No one can read and respond to
everything-- almost certainly no one wants to! But the presence of a
diverse and changing group of "chatters," while frustrating at
times,
is also a source of dependably helpful, if often unexpected, insight
and enrichment of what do in our "paid for" lives.
Our in again out again discussion of the special qualities of human
sociality and its development being a case in point.
mike
On Sun, Feb 7, 2010 at 4:19 AM, Rod Parker-Rees <
R.Parker-Rees@plymouth.ac.uk> wrote:
Mike,
What I meant was that these studies appear to be based on the
premise that the 'rational' thing to do (in order to obtain the
reward - sweet or sticker
- efficiently) is X so if the child does X+, the + is surplus or
redundant (overimitation has different connotations from, for
example, 'superimitation'). Part of the problem with this, I think,
is that it doesn't sufficiently acknowledge the fact that, for
children, the 'reward'
may be as much, or more, to do with the social interaction as the
simple getting of stuff.
And this reminds me of a delightful piece of research which showed
that doctors were more likely to diagnose an unusual combination of
symptoms if the patient presented them with a small bag of sweets
as
they entered the consulting room - gift giving has powerful social
implications!
http://www.newscientist.com/article/mg14519661.200-a-spoonful-of-
sug
ar-helps-the-doctor-feel-good.html
I need to work out a way of keeping up with all the good stuff here
while also managing a more than full time job - at the moment I am
still working with habits developed elsewhere (e.g. it is rude not
to answer a long and detailed reply to a posting, it is rude to hog
the converstion etc.) and my dugout sometimes feels more like a
worryingly unstable log!
All the best,
Rod
*From:* mike cole [mailto:lchcmike@gmail.com]
*Sent:* 06 February 2010 21:11
*To:* Rod Parker-Rees
*Cc:* eXtended Mind, Culture, Activity
*Subject:* Re: [xmca] "overimitation" ref
Rod-- you write: children do what adults do before they know WHY
adults do it.
Precisely. I did not take the "over" part of overimitation to imply
that the kids were doing it just "for the reward." I think it
possible to interpret it, rather, as derivative of the kinds of
mutual imitation seen in earliest infancy.
Deb Downing found the Premack and Premack chapter, clever lady, by
seeking it as follows:
http://books.google.com/books?
id=g_hMIz7LN18C&pg=PA302&lpg=PA302&dq=
Why+animals+lack+pedagogy+and+some+cultures+have+more+of+it+than
+oth
ers+/+David+Premack,+Ann+James
+Premack&source=bl&ots=HvZEFPfY33&sig=
c7kCqQqX_mNOzEWvWyhBWxyynYw
&hl=en&ei=RcdtS8bKJI7UsgPboemxDQ&sa=X&oi=
book_result&ct=result&resnum=2&ved=0CA0Q6AEwAQ#v
=onepage&q=Why%20animals%20lack%20pedagogy%20and%20some%20cultures
%2
0have%20more%20of%20it%20than%20others%20%2F%20David%20Premack%2C
%20
Ann%20James%20Premack&f=false
This chapter has a pretty detailed discussion of the uniqueness of
deliberate instruction (pedagogy) to humans. I was after this
chapter particularly because of a related claim the Premacks make:
that aesthetic sensibility is unique to humans. Another, related,
topic for another message.
mike
On Sat, Feb 6, 2010 at 1:03 PM, Rod Parker-Rees <
R.Parker-Rees@plymouth.ac.uk> wrote:
Interesting that we describe what children do with these trick
boxes
as 'overimitation' as if the sole purpose of imitation were just to
get a reward. As the first of the youtube videos points out,
children, unlike other apes, have learned to expect adults to
adjust
what they do to fit the child's interests (this pedagogical
orientation seems to be uniquely human, though I remember seeing a
film of meerkats apparently 'scaffolding'
digging
out food, setting up young to finish off the job). Given this
expectation, and in the social context of interaction with an
unfamiliar adult, it is not surprising that children should 'be on
their best behaviour' or 'hypervigilant' in their efforts to go
along with a stranger's funny ways.
It would be interesting to see if similar results would be obtained
if the set up was conducted by a familiar adult in familiar
surroundings (and with familiar gear).
It seems to me that overimitation would be a necessary feature of
Vygotsky's model of internalisation of social activity - children
do
what adults do before they know WHY adults do it (and indeed we all
do many things without necessarily being absolutely clear about why
we do them, other than that people might be offended if we didn't).
In many cases adults will insist on overimitation - say 'please',
say grace before a meal, brush your teeth before you go to bed etc.
etc.. One of my personal horrors is 'communication training' for
children with learning difficulties - involving insistence that the
child presents a token before a reward is handed over, even though
child and adult both know that the adult already knows exactly what
the child wants).
All the best,
Rod
________________________________________
From: xmca-bounces@weber.ucsd.edu [xmca-bounces@weber.ucsd.edu] On
Behalf Of mike cole [lchcmike@gmail.com]
Sent: 06 February 2010 18:47
To: eXtended Mind, Culture, Activity
Subject: Re: [xmca] "overimitation" ref
Good addition to the paper. Probably same experimenters.
mike
On Sat, Feb 6, 2010 at 9:18 AM, Steve Gabosch <stevegabosch@me.com>
wrote:
Two more videos on overimitation, a black box/clear box experiment
that
shows children are more likely to overimitate than chimps.
http://www.youtube.com/watch?v=pIAoJsS9Ix8
http://www.youtube.com/watch?v=nHuagL7x5Wc&feature=related
- Steve
On Feb 6, 2010, at 7:46 AM, mike cole wrote:
Found it:
http://www.pnas.org/content/suppl/2007/11/27/0704452104.DC1
mike
_______________________________________________
xmca mailing list
xmca@weber.ucsd.edu
http://dss.ucsd.edu/mailman/listinfo/xmca
_______________________________________________
xmca mailing list
xmca@weber.ucsd.edu
http://dss.ucsd.edu/mailman/listinfo/xmca
_______________________________________________
xmca mailing list
xmca@weber.ucsd.edu
http://dss.ucsd.edu/mailman/listinfo/xmca
_______________________________________________
xmca mailing list
xmca@weber.ucsd.edu
http://dss.ucsd.edu/mailman/listinfo/xmca
_______________________________________________
xmca mailing list
xmca@weber.ucsd.edu
http://dss.ucsd.edu/mailman/listinfo/xmca
_______________________________________________
xmca mailing list
xmca@weber.ucsd.edu
http://dss.ucsd.edu/mailman/listinfo/xmca
_______________________________________________
xmca mailing list
xmca@weber.ucsd.edu
http://dss.ucsd.edu/mailman/listinfo/xmca