Self-guided behavioral skills training: A public health approach to promoting nurturing care environments

The World Health Organization identified the promotion of “Nurturing Care Environments” as a global health priority. Responsive caregiving, 1 of 5 domains describing nurturing care, is critical for healthy child development. Relatively little research has evaluated population-level interventions aimed to increase responsive caregiving during the first 1,000 days of an infant's life. In this pilot study, we evaluated an intervention designed for population-level dissemination that targeted responsive caregiving. The self-guided behavioral skills training aimed to teach mothers to imitate infant vocalizations. The intervention was delivered within an on-line asynchronous training. All 3 mothers increased vocal imitative behavior following training without receiving coaching or behavior-specific feedback from an implementer. The results offer a preliminary proof of concept with implications for population-level intervention design and evaluation.     

Verbal imitation is based on intention understanding

Using an elicited imitation paradigm, we investigated whether young children imitate the communicative intentions behind speech. Previous research using elicited imitation has shown that children tend to correct ungrammatical sentences. This finding is usually interpreted as evidence that children, like adults, remember and reproduce the gist of linguistic information. In three studies, we tested whether this tendency is also a product of their intention understanding. Replicating and extending previous research by Meltzoff [Meltzoff A. N. (1995). Understanding the intentions of others: Re-enactment of intended acts by 18-month-old children. Developmental Psychology, 31, 838–850], our first two experiments showed that children tend to correct ungrammatical sentences. A critical third experiment showed that children correct ungrammatical sentences only when they believe the model to be an intentional agent. These results complement previous findings from the action domain and strongly support the claim that imitation is based on understanding the intentions of others.     

Infant long-term memory for associations formed during mere exposure

We previously found that young infants spontaneously associate stimuli that they merely see together. Using a sensory preconditioning paradigm with 6- and 9-month-olds, we asked how long such associations remain latent before being forgotten and what exposure conditions affect their persistence. Groups were preexposed to two puppets for 1 h/day for 2 days, 1 h on 1 day, or 1 h on 1 day in two sessions; 1-27 days later, target actions were modeled on one puppet, and infants were tested with the other puppet 1 day later. The longest delay after which infants imitated the actions on the other puppet defined how long they remembered the association. The data revealed that the preexposure regimen determined retention. Regardless of exposure time, both ages remembered the association longer after two sessions, and younger infants remembered longer than older infants - for 4 weeks - after two 30-min sessions on 1 day.     

Learning associations between action and perception: effects of incompatible training on body part and spatial priming

Observation of another person executing an action primes the same action in the observer's motor system. Recent evidence has shown that these priming effects are flexible, where training of new associations, such as making a foot response when viewing a moving hand, can reduce standard action priming effects (Gillmeister, Catmur, Liepelt, Brass, & Heyes, 2008). Previously, these effects were obtained after explicit learning tasks in which the trained action was cued by the content of a visual stimulus. Here we report similar learning processes in an implicit task in which the participant's action is self-selected, and subsequent visual effects are determined by the nature of that action. Importantly, we show that these learning processes are specific to associations between actions and viewed body parts, in that incompatible spatial training did not influence body part or spatial priming effects. Our results are consistent with models of visuomotor learning that place particular emphasis on the repeated experience of watching oneself perform an action.     

The impact of body-part-naming training on the accuracy of imitative performances in 2- to 3-year-old children

A series of three experiments explored the relationship between 3-year-old children's ability to name target body parts and their untrained matching of target hand-to-body touches. Nine participants, 3 per experiment, were presented with repeated generalized imitation tests in a multiple-baseline procedure, interspersed with step-by-step training that enabled them to (i) tact the target locations on their own and the experimenter's bodies or (ii) respond accurately as listeners to the experimenter's tacts of the target locations. Prompts for on-task naming of target body parts were also provided later in the procedure. In Experiment 1, only tact training followed by listener probes were conducted; in Experiment 2, tacting was trained first and listener behavior second, whereas in Experiment 3 listener training preceded tact training. Both tact and listener training resulted in emergence of naming together with significant and large improvements in the children's matching performances; this was true for each child and across most target gestures. The present series of experiments provides evidence that naming--the most basic form of self-instructional behavior--may be one means of establishing untrained matching as measured in generalized imitation tests. This demonstration has a bearing on our interpretation of imitation reported in the behavior analytic, cognitive developmental, and comparative literature.     

A social host in the machine? The case of group attention

I argue that akin to mind-body dualism, social-mental dualism is open to critique. That is, mental processes can be inherently social, with sociality ‘baked into’ the architecture of the cognitive mechanism. As a case in point, I introduce the reader to the cognitive mechanism of group attention. In particular, I focus on the differences between group attention and ideomotor imitation in terms of their (a) compliance to the social-mental dichotomy, and (b) contributions to building common knowledge—a prerequisite for human communication and collective action. Finally, I suggest possible implications of group attention scholarship for other social memory phenomena such as social contagion, socially shared memory-induced forgetting, and the saying-is-believing effect.     

模仿心理机制研究的历史、现状与展望

近年来模仿机制研究在深化皮亚杰理论的基础上,深入探讨了模仿与心理理解之间的发生、发展关系及其相互作用机制,并结合脑神经科学研究的最新进展,探讨模仿背后的脑神经机制。在梳理当前心理学、脑神经科学中TT理论、ST理论以及镜像神经理论研究的基础上,给出了进一步深化研究的展望。     

Editorial

Abstract

At the end of August 1992, the IFPS VII Scientific Conference was held in Munich, Germany, hosted by the German Psychoanalytic Society (DPG). The theme of the conference was Psychoanalysis between Conformity and Opposition. The focus was on the socio-cultural dimension of the psychoanalytic identity and practice. The programme included presentations of scientific papers and group discussions as well as illustrations of the structural conflict between social adaptation and autonomy by means of art and music.

This issue of IFP contains some of the papers presented at the conference. The Editorial Board has decided to publish as an introduction the welcoming address presented at the Neue Pinakothek Artmuseum by the chairman of the DPG, Michael Ermann, in order to illustrate some of the background ideas and the local spirit of the meeting.     

Becoming Paladin: The Bodily Ground of World Becoming

In this article I will suggest that futures are made as embodied enactments of individuals and collectives. Values and identities are shaped as postures, gestures, movements, and expressions that are in themselves sites of personal and communal meaning. Bodily organizations are ground for senses of self, and the recognition, and reaction to, the otherness of others. Bodily organizations are shaped in encounters in families and social and cultural institutions that they in turn shape. Kinds of bodies and kinds of bodily enactments are cultivated in different communities. They can be sources of conflict or sources of transindividual and transcultural becoming. In this article I look at some ways bodily meanings are developed in both families and communities. I use the image of Paladin, a fictional television gunslinger character in the 1950s, among others, to describe processes of embodied self-formation that are derived from the media and other extra-familial sources. I look at the polycultural organization of individual psyches in our era, as well as somatically based community conflict and collaboration. I briefly describe how practiced experiences of somatic organization can be used as tools for personal and communal exploration of new possibility.