Age-related changes in deferred imitation from television by 6- to 18-month-olds

During the second year of life, infants exhibit a video deficit effect. That is, they learn significantly less from a televised demonstration than they learn from a live demonstration. We predicted that repeated exposure to televised demonstrations would increase imitation from television, thereby reducing the video deficit effect. Independent groups of 6- to 18-month-olds were exposed to live or videotaped demonstrations of target actions. Imitation of the target actions was measured 24 hours later. The video segment duration was twice that of the live presentation. Doubling exposure ameliorated the video deficit effect for 12-month-olds but not for 15- and 18-month-olds. The 6-month-olds imitated from television but did not demonstrate a video deficit effect at all, learning equally well from a live and video demonstration. Findings are discussed in terms of the perceptual impoverishment theory and the dual representation theory.     

Reenactment of televised content by 2-year olds: toddlers use language learned from television to solve a difficult imitation problem

Parents commonly label objects on television and for some programs, verbal labels are also provided directly via voice-over. The present study investigated whether toddlers' imitation performance from television would be facilitated if verbal labels were presented on television via voice-over or if they were presented by parents who were co-viewing with their toddlers. Sixty-one 2-year olds were randomly assigned to one of four experimental groups (voice-over video, parent video, parent video no label, parent live) or to a baseline control condition. Toddlers were tested with novel objects after a 24h delay. Although, all experimental groups imitated significantly more target actions than the baseline control group, imitation was facilitated by novel labels regardless of whether those labels were provided by parents or by voice-over on television. These findings have important implications for toddler learning from television.     

The influence of electronic sound effects on learning from televised and live models

Infants rapidly accrue information via imitation from multiple sources, including television and electronic toys. In two experiments, we examined whether adding sound effects to video or live demonstrations would influence imitation by 6-, 12-, and 18-month-olds. In Experiment 1, we added matching and mismatching sound effects to target actions presented by a televised model. We found that 6-month-olds reproduced the target actions regardless of whether the sound effects were matched or mismatched, whereas 12- and 18-month-olds reproduced the actions only when the sound effects were matched. In Experiment 2, we added matching sound effects to target actions presented by a live model. The addition of sound effects disrupted imitation performance by 6-, 12-, and 18-month-olds. Overall, imitation provides a clear behavioral measure of rapid changes in learning from television and electronic toys during infancy. These findings have practical implications for producers and parents regarding learning in the digital age and theoretical implications regarding the development of integrated action-perception representational systems.     

Long-term transfer of learning from books and video during toddlerhood

Television viewing and picture book reading are prevalent activities during toddlerhood, and research has shown that toddlers can imitate from both books and videos after short delays. This is the first study to directly compare toddlers' long-term retention rates for target actions learned from a video or book. Toddlers (N=158) at 18- and 24-months of age saw an experimenter demonstrating how to make a novel three-step toy rattle via a prerecorded video or a picture book. The toddlers' imitation of the target actions was tested after a specific delay (e.g., 2, 4 weeks), and their performance was compared with that of age-matched controls who did not see a demonstration. The 18-month-olds retained the target actions for 2 weeks, exhibiting forgetting at 4 weeks, whereas the 24-month-olds retained the information for up to 4 weeks, exhibiting forgetting at 8 weeks. Retention rates for books and videos did not differ at either age. These findings demonstrate very impressive retention from a brief two-dimensional media demonstration, and they contribute to our overall understanding of long-term memory processes during infancy.     

Imitation from television by 24‐ and 30‐month‐olds

Infants’ imitation of complex actions was examined in three experiments with 24‐ and 30‐month‐olds. In all experiments, an adult modeled a series of actions with novel stimuli and the infant's reproduction of those actions was assessed either immediately or after a 24‐hour delay. Some infants watched the demonstration live, while other infants watched the same demonstration on television from a pre‐recorded videotape. Both 24‐ and 30‐month‐olds imitated actions that had been modeled on television; however, their performance was consistently inferior to that of infants of the same age who watched the demonstration live.     

Reinstatement of 2-year-olds' event memory using photographs

This experiment examined 24- and 30-month-olds' understanding of photographs as reminders using a deferred imitation paradigm. The 24- and 30-month-olds visited a laboratory playroom and observed an experimenter demonstrating novel activities. Upon returning after a retention interval, half of the children viewed photographs depicting the activities they had viewed during their first visits as reminders of the event, as well as photographs of activities they had never seen. Children in both the reminder and the no-reminder groups were then asked to complete the originally modelled activities as a test of recall. Results indicate that although 30-month-olds recalled more activities than did 24-month-olds, children in the reminder condition at both ages recalled more activities than children in the no-reminder control condition. Results are discussed in terms of the development of representational understanding and long-term recall in young children.     

Music interferes with learning from television during infancy

Infants are frequently exposed to music during daily activities, including free play, and while viewing infant‐directed videotapes that contain instrumental music soundtracks. In Experiment 1, an instrumental music soundtrack was played during a live or televised demonstration to examine its effects on deferred imitation by 6‐, 12‐, and 18‐month‐old infants. Transfer of information was indexed via deferred imitation of the target actions following a 24‐h delay. For half the infants, the music context was also reinstated at the time of test. Performance by experimental groups was compared to that of a baseline control group that participated in the test session without prior exposure to the demonstration. Imitation performance was above baseline for the live groups but not for the video groups regardless of age or the music context at test. In Experiment 2, we added matched sound effects to the video demonstration and infants performed above baseline. We conclude that the music track creates additional cognitive load, disrupts selective attention to the target actions and inhibits transfer of learning from television of the imitation task. Music may impair an infant's ability to translate information from a two‐dimensional to three‐dimensional world even if the auditory context remains the same. Copyright © 2010 John Wiley & Sons, Ltd.     

Generalization of deferred imitation during the first year of life

Infants first generalize across contexts and cues at 3 months of age in operant tasks but not until 12 months of age in imitation tasks. Three experiments using an imitation task examined whether infants younger than 12 months of age might generalize imitation if conditions were more like those in operant studies. Infants sat on a distinctive mat in a room in their home (the context) while an adult modeled actions on a hand puppet (the cue). When they were tested 24 h later, 6-month-olds generalized imitation when either the mat or the room (but not both) differed, whereas 9-month-olds generalized when both the mat and the room differed. In addition, 9-month-olds who imitated immediately also generalized to a novel test cue, whereas 6-month-olds did not. These results parallel results from operant studies and reveal that the similarity between the conditions of encoding and retrieval-not the type of task-determines whether infants generalize. The findings offer further evidence that memory development during infancy is a continuous function.     

Gradations of emulation learning in infants' imitation of actions on objects

This study explored different gradations of emulation in the imitation of actions on objects by 17-month-olds. Experiment 1 established levels of behavioral reproduction following prerecorded video demonstrations similar to those levels following live demonstrations. In Experiment 2, two digitally modified videos, where object movements or body movements critical to producing the target action were highlighted in isolation, were developed. Infants produced the target action equally frequently by observing the object movement video and observing the unmodified video. In contrast, their performance was much less successful based on the body movement video. In Experiment 3, the performance obtained following the object movement video was similar to that following a further video that emphasized the object movements produced in unsuccessful attempts to produce the target action. These findings suggest that emulation in the form of object movement reenactment or affordance learning plays a role in the social learning of actions on objects during infancy.     

Relations between 18-month-olds’ gaze pattern and target action performance: A deferred imitation study with eye tracking

Deferred imitation studies are used to assess infants’ declarative memory performance. These studies have found that deferred imitation performance improves with age, which is usually attributed to advancing memory capabilities. Imitation studies, however, are also used to assess infants’ action understanding. In this second research program it has been observed that infants around the age of one year imitate selectively, i.e., they imitate certain kinds of target actions and omit others. In contrast to this, two-year-olds usually imitate the model's exact actions. 18-month-olds imitate more exactly than one-year-olds, but more selectively than two-year-olds, a fact which makes this age group especially interesting, since the processes underlying selective vs. exact imitation are largely debated. The question, for example, if selective attention to certain kinds of target actions accounts for preferential imitation of these actions in young infants is still open. Additionally, relations between memory capabilities and selective imitation processes, as well as their role in shaping 18-month-olds’ neither completely selective, nor completely exact imitation have not been thoroughly investigated yet. The present study, therefore, assessed 18-month-olds’ gaze toward two types of actions (functional vs. arbitrary target actions) and the model's face during target action demonstration, as well as infants’ deferred imitation performance. Although infants’ fixation times to functional target actions were not longer than to arbitrary target actions, they imitated the functional target actions more frequently than the arbitrary ones. This suggests that selective imitation does not rely on selective gaze toward functional target actions during the demonstration phase. In addition, a post hoc analysis of interindividual differences suggested that infants’ attention to the model's social-communicative cues might play an important role in exact imitation, meaning the imitation of both functional and arbitrary target actions.     

Mediated imitation in 6-month-olds: remembering by association

In two experiments with 72 6-month-olds, we examined whether associating an imitation task with an operant task affects infants' memory for either task. In Experiment 1, infants who imitated target actions that were modeled for 60 s on a hand puppet remembered them for only 1 day. We hypothesized that if infants associated the puppet imitation task with a longer-remembered operant task, then they might remember it longer too. In Experiment 2, infants learned to press a lever to activate a miniature train-a task 6-month-olds remember for 2 weeks-and saw the target actions modeled immediately afterward. These infants successfully imitated for up to 2 weeks, but only if the train memory was retrieved first. A follow-up experiment revealed that the learned association was bidirectional. This is the first demonstration of mediated imitation in 6-month-olds across two very different paradigms and reveals that associations are an important means of protracting memories.     

The effect of social engagement on 24-month-olds' imitation from live and televised models

To date, developmental research has rarely addressed the notion that imitation serves an interpersonal, socially based function. The present research thus examined the role of social engagement on 24-month-olds' imitation by manipulating the social availability of the model. In Experiment 1, the children were more likely to imitate the exact actions of a live socially responsive model compared to a videotaped model who could not provide socially contingent feedback. In Experiment 2, the children were more likely to imitate the exact actions of a model with whom they could communicate via a closed-circuit TV system than a videotaped model who could not provide interactive feedback. This research provides clear evidence that children's imitative behavior is affected by the social nature of the model. These findings are discussed in relation to theories on imitation and the video deficit.     

Film violence and young offenders

Recent assertions have been made that viewing violent material on film and video may influence children and adolescents who commit violent acts. It has also been proposed that heavy exposure to television violence in childhood is associated with violent crime as an adult, although others have emphasized that experiencing “real” violence as a child has a much greater effect on aggressive predispositions. Ways in which screen violence can effect behavior includes: imitation of violent roles and acts of aggression, triggering aggressive impulses in predisposed individuals, desensitizing feelings of sympathy towards victims, creating an indifference to the use of violence, and creating a frame of mind that sees violent acts as a socially acceptable response to stress and frustration. It is argued that young offenders may like violent videos because of their aggressive background and behavioral tendencies. Whether such tastes reinforce violent behavior and increase the frequency of aggressive acts and antisocial behavior is open to question. This question needs an urgent answer given the availability of violent video film either to be viewed in the home environment appropriately (i.e., the whole film in real time) or inappropriately (i.e., from one violent scene to the next viewed in slow motion and freeze-frame).     

Mentalizing eye contact with a face on a video: Gaze direction does not influence autonomic arousal

Recent research has revealed enhanced autonomic and subjective responses to eye contact only when perceiving another live person. However, these enhanced responses to eye contact are abolished if the viewer believes that the other person is not able to look back at the viewer. We purported to investigate whether this “genuine” eye contact effect can be reproduced with pre‐recorded videos of stimulus persons. Autonomic responses, gaze behavior, and subjective self‐assessments were measured while participants viewed pre‐recorded video persons with direct or averted gaze, imagined that the video person was real, and mentalized that the person could see them or not. Pre‐recorded videos did not evoke similar physiological or subjective eye contact effect as previously observed with live persons, not even when the participants were mentalizing being seen by the person. Gaze tracking results showed, however, increased attention allocation to faces with direct gaze compared to averted gaze directions. The results suggest that elicitation of the physiological arousal in response to genuine eye contact seems to require spontaneous experience of seeing and of being seen by another individual.     

The role of person and object in eliciting early imitation

The role of person and object in eliciting early imitation was examined in this study. Twenty-seven infants, between 5 and 8 weeks old were assigned randomly to two conditions. In the person condition (N = 12) they were presented with tongue protrusions and mouth openings modeled by an adult, whereas in the object condition (N = 15) they were presented with these gestures simulated by two objects. Two infant behaviors were coded; mouth openings and tongue protrusions. Infants in the person condition selectively reproduced the mouth open and tongue protrusion gestures at significant levels, infants in the object condition did not. Instead of reproducing the congruent gestures (mouth openings and tongue protrusions when they were modeled) infants in the object condition reproduced the incongruent gestures at significant levels. Together, the findings indicate that imitation is a social response, which has implications for the development of nonverbal communication and speech.     

The relation between mirror self-image reactions and imitation in 14- and 18-month-old infants

Previous research suggests that sensitivity to aspects of the self and others develop in tandem. We tested 14- and 18-month-olds’ imitative abilities and mirror self-image reactions (i.e., testing behavior and passing the mark test). Results showed that 14-month-olds’ imitation was closely related to the occurrence of testing behavior in front of the mirror, where they checked whether they could control the movements of the mirror image. Eighteen-month-olds, however, no longer showed this relation. Furthermore, in 18-month-olds, we found a high association between imitation and passing the mark test. These correlations suggest that infants’ mirror self-image reactions and imitation share the ability to detect and produce visual-motor contingencies.     

“Should I or shouldn’t I?” Imitation of undesired versus allowed actions from peer and adult models by 18- and 24-month-old toddlers

Imitation is a common way of acquiring novel behaviors in toddlers. However, little is known about toddlers’ imitation of undesired actions. Here we investigated 18- and 24-month-olds’ (N = 110) imitation of undesired and allowed actions from televised peer and adult models. Permissiveness of the demonstrated actions was indicated by the experimenter’s response to their execution (angry or neutral). Analyses revealed that toddlers’ imitation scores were higher after demonstrations of allowed versus undesired actions, regardless of the age of the model. In agreement with prior research, these results suggest that third-party reactions to a model’s actions can be a powerful cue for toddlers to engage in or refrain from imitation. In the context of the present study, third-party reactions were more influential on imitation than the model’s age. Considering the relative influence of different social cues for imitation can help to gain a fuller understanding of early observational learning.     

Infants' symbolic comprehension of actions modeled with toy replicas

While very young children's understanding of objects as symbols for other entities has been the focus of much investigation, very little is known concerning the emergence of comprehension for symbolic relations among actions modeled with toy replicas and their real counterparts. We used videotaped depictions of real actions in a preferential looking task to assess toddlers' ability to comprehend such connections for action categories aligned with familiar object concepts. Across two experiments, 16- and 18-month-olds provided no evidence of understanding such relations, even when action categories were highlighted with verbal prompts. Among 24- and 26-month-olds, comprehension of relations between certain actions modeled with toys and videos of their real-world counterparts began to emerge, independent of expressive vocabulary size. Implications of our results for theoretical conclusions drawn from use of the generalized imitation procedure to study early conceptual development are discussed.     

Development of body emotion perception in infancy: From discrimination to recognition

Research suggests that infants progress from discrimination to recognition of emotions in faces during the first half year of life. It is unknown whether the perception of emotions from bodies develops in a similar manner. In the current study, when presented with happy and angry body videos and voices, 5-month-olds looked longer at the matching video when they were presented upright but not when they were inverted. In contrast, 3.5-month-olds failed to match even with upright videos. Thus, 5-month-olds but not 3.5-month-olds exhibited evidence of recognition of emotions from bodies by demonstrating intermodal matching. In a subsequent experiment, younger infants did discriminate between body emotion videos but failed to exhibit an inversion effect, suggesting that discrimination may be based on low-level stimulus features. These results document a developmental change from discrimination based on non-emotional information at 3.5 months to recognition of body emotions at 5 months. This pattern of development is similar to face emotion knowledge development and suggests that both the face and body emotion perception systems develop rapidly during the first half year of life.     

CCTV on trial: Matching video images with the defendant in the dock

The experiments reported in this paper investigated simultaneous identity matching of unfamiliar people physically present in person with moving video images typical of that captured by closed circuit television (CCTV). This simulates the decision faced by a jury in court when the identity of somebody caught on CCTV is disputed. Namely, ‘is the defendant in the dock the person depicted in video’? In Experiment 1, the videos depicted medium‐range views of a number of actor ‘culprits’. Experiment 2 used similar quality images taken a year previously, some of which showed the culprits in disguise. Experiment 3 utilised high‐quality close‐up video images. It was consistently found that in both culprit‐present and culprit‐absent videos and in optimal conditions, matching the identity of a person in video can be highly susceptible to error. Copyright © 2008 John Wiley & Sons, Ltd.