Search results for '*Imitation (Learning)' (try it on Scholar)

103 found
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  1.  20
    Philip S. Gerrans (2013). Imitation, Mind Reading, and Social Learning. Biological Theory 8 (1):20-27.
    Imitation has been understood in different ways: as a cognitive adaptation subtended by genetically specified cognitive mechanisms; as an aspect of domain general human cognition. The second option has been advanced by Cecilia Heyes who treats imitation as an instance of associative learning. Her argument is part of a deflationary treatment of the “mirror neuron” phenomenon. I agree with Heyes about mirror neurons but argue that Kim Sterelny has provided the tools to provide a better account of the nature and (...)
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  2.  3
    Karen J. Kaplan (1972). Vicarious Reinforcement and Model's Behavior in Verbal Learning and Imitation. Journal of Experimental Psychology 95 (2):448.
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  3.  3
    Milton E. Rosenbaum & Irving F. Tucker (1962). The Competence of the Model and the Learning of Imitation and Non-Imitation. Journal of Experimental Psychology 63 (2):183.
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  4.  24
    Richard W. Byrne & Anne E. Russon (1998). Learning by Imitation: A Hierarchical Approach. Behavioral and Brain Sciences 21 (5):667-684.
    To explain social learning without invoking the cognitively complex concept of imitation, many learning mechanisms have been proposed. Borrowing an idea used routinely in cognitive psychology, we argue that most of these alternatives can be subsumed under a single process, priming, in which input increases the activation of stored internal representations. Imitation itself has generally been seen as a This has diverted much research towards the all-or-none question of whether an animal can imitate, with disappointingly inconclusive results. In the great (...)
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  5.  16
    Stefan Schaal (1999). Is Imitation Learning the Route to Humanoid Robots? Trends in Cognitive Sciences 3 (6):233-242.
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  6.  20
    Aaron P. Shon, David B. Grimes, Chris L. Baker, Rajesh Pn Rao & Andrew N. Meltzoff (forthcoming). A Model-Based Goal-Directed Bayesian Framework for Imitation Learning in Humans and Machines. Cognitive Science.
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  7.  16
    Thomas R. Zentall (2011). Social Learning Mechanisms: Implications for a Cognitive Theory of Imitation. Interaction Studies 12 (2):233-261.
    Social influence and social learning are important to the survival of many organisms, and certain forms of social learning also may have important implications for their underlying cognitive processes. The various forms of social influence and learning are discussed with special emphasis on the mechanisms that may be responsible for opaque imitation (the copying of a response that the observer cannot easily see when it produces the response). Three procedures are examined, the results of which may qualify as opaque imitation: (...)
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  8.  7
    Dietmar Todt (1998). Hierarchical Learning of Song in Birds: A Case of Vocal Imitation? Behavioral and Brain Sciences 21 (5):702-703.
    The target article by Byrne & Russon treats imitation as an achievement that originates from observation. In my commentary I propose extending the database to the role of listening. Referring to current studies on song learning in birds, I suggest that at least some features of this accomplishment also may be based on learning by imitation.
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  9.  7
    Peter E. Midford (1998). High-Level Social Learning in Apes: Imitation or Observation-Assisted Planning? Behavioral and Brain Sciences 21 (5):698-699.
    Byrne & Russon's notion of program-level imitation is based on the ability of apes to plan novel sequences of behavior and on how information gleaned by observation can aid the planning process. Byrne & Russon would have made a stronger case by focusing on social learning and planning and expending less effort interpreting their results as a new category of imitation.
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  10.  3
    Justin H. G. Williams (2008). Imitation and the Effort of Learning. Behavioral and Brain Sciences 31 (1):40-41.
    Central to Hurley's argument is the position that imitation is and requires inhibition. The evidence for this is poor. Imitation is intentional, involves active comparison between self and other, and involves new learning to improve self-other likeness. Abnormal imitation behaviour may result from impaired learning rather than disinhibition. Mentalizing may be similarly effortful and dependent upon learning about others.
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  11.  29
    Ellen Fridland (2013). Imitation, Skill Learning, and Conceptual Thought: An Embodied, Developmental Approach. In Liz Swan (ed.), Origins of Mind. 203--224.
  12.  2
    Robert E. Phillips (1969). "Vicarious Reinforcement and Imitation in a Verbal Learning Situation": Erratum. Journal of Experimental Psychology 80 (3, Pt.1):524-524.
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  13.  37
    Jeremy J. Belarmino (2013). Imitation and Education: A Philosophical Inquiry Into Learning by Example by Bryan R. Warnick (Review). Journal of Aesthetic Education 47 (1):111-126.
    When I reflect on reading Bryan Warnick's Imitation and Education, I am appreciative that I was given the opportunity not only to read it but also to think about its issues as thoroughly as I have in the process of writing this essay. I share Warnick's surprise that, prior to his book, no one had attempted to explore the relationship between imitation and education in a philosophically meaningful manner. Before reading his book, I did not realize that imitation was such (...)
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  14.  55
    Joe Saunders, Chrystopher L. Nehaniv & Kerstin Dautenhahn (2007). Experimental Comparisons of Observational Learning Mechanisms for Movement Imitation in Mobile Robots. Interaction Studies 8 (2):307-335.
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  15.  6
    Cristine H. Legare & Mark Nielsen (2015). Imitation and Innovation: The Dual Engines of Cultural Learning. Trends in Cognitive Sciences 19 (11):688-699.
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  16.  2
    Alison Gopnik & Andrew Meltzoff (1993). Imitation, Cultural Learning and the Origins of “Theory of Mind”. Behavioral and Brain Sciences 16 (3):521.
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  17.  8
    Natalie Sebanz, Harold Bekkering & Günther Knoblich (2006). Social Learning: From Imitation to Joint Action. Trends in Cognitive Sciences 10 (2):70-76.
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  18.  1
    Joe Saunders, Chrystopher L. Nehaniv & Kerstin Dautenhahn (2007). Experimental Comparisons of Observational Learning Mechanisms for Movement Imitation in Mobile Robots. Interaction Studiesinteraction Studies Social Behaviour and Communication in Biological and Artificial Systems 8 (2):307-335.
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  19. A. Gopnick & A. N. Meltzoff (1993). Imitation, Cultural Learning, and Theory of Mind. Behavioral and Brain Sciences 5:521-523.
     
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  20.  2
    Jeremy Kendal (2006). Review of “Social Learning and Imitation”: Volume 32, 2004, ofLearning and Behavior. [REVIEW] Interaction Studiesinteraction Studies Social Behaviour and Communication in Biological and Artificial Systems 7 (2):273-288.
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  21.  2
    Carlos Alós-Ferrer Karl H. Schlag (2009). Imitation and Learning. In Paul Anand, Prastanta Pattanaik & Clemens Puppe (eds.), The Handbook of Rational and Social Choice. Oxford University Press, Usa
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  22.  2
    Aude Billard & Michael Arbib (2002). For Learning by Imitation Computational Modeling. In Maxim I. Stamenov & Vittorio Gallese (eds.), Mirror Neurons and the Evolution of Brain and Language. John Benjamins 42--343.
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  23. Carlos Alós-Ferrer & Karl Schlag (2009). Imitation and Learning. In Paul Anand, Prasanta Pattanaik & Clemens Puppe (eds.), The Handbook of Rational and Social Choice. OUP Oxford
  24. Thomas R. Zentall (2011). Social Learning Mechanisms: Implications for a Cognitive Theory of Imitation. Interaction Studiesinteraction Studies Social Behaviour and Communication in Biological and Artificial Systems 12 (2):233-261.
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  25.  39
    Richard Moore (2013). Imitation and Conventional Communication. Biology and Philosophy 28 (3):481-500.
    To the extent that language is conventional, non-verbal individuals, including human infants, must participate in conventions in order to learn to use even simple utterances of words. This raises the question of which varieties of learning could make this possible. In this paper I defend Tomasello’s (The cultural origins of human cognition. Harvard UP, Cambridge, 1999, Origins of human communication. MIT, Cambridge, 2008) claim that knowledge of linguistic conventions could be learned through imitation. This is possible because Lewisian accounts of (...)
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  26.  29
    Richard Moore (2013). Social Learning and Teaching in Chimpanzees. Biology and Philosophy 28 (6):879-901.
    There is increasing evidence that some behavioural differences between groups of chimpanzees can be attributed neither to genetic nor to ecological variation. Such differences are likely to be maintained by social learning. While humans teach their offspring, and acquire cultural traits through imitative learning, there is little evidence of such behaviours in chimpanzees. However, by appealing only to incremental changes in motivation, attention and attention-soliciting behaviour, and without expensive changes in cognition, we can hypothesise the possible emergence of imitation and (...)
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  27.  27
    Thomas N. Wisdom, Xianfeng Song & Robert L. Goldstone (2013). Social Learning Strategies in Networked Groups. Cognitive Science 37 (8):1383-1425.
    When making decisions, humans can observe many kinds of information about others' activities, but their effects on performance are not well understood. We investigated social learning strategies using a simple problem-solving task in which participants search a complex space, and each can view and imitate others' solutions. Results showed that participants combined multiple sources of information to guide learning, including payoffs of peers' solutions, popularity of solution elements among peers, similarity of peers' solutions to their own, and relative payoffs from (...)
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  28.  46
    Talia Welsh (2006). Do Neonates Display Innate Self-Awareness? Why Neonatal Imitation Fails to Provide Sufficient Grounds for Innate Self-and Other-Awareness. Philosophical Psychology 19 (2):221-238.
    Until the 1970s, models of early infancy tended to depict the young child as internally preoccupied and incapable of processing visual-tactile data from the external world. Meltzoff and Moore's groundbreaking studies of neonatal imitation disprove this characterization of early life: They suggest that the infant is cognizant of its external environment and is able to control its own body. Taking up these experiments, theorists argue that neonatal imitation provides an empirical justification for the existence of an innate ability to engage (...)
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  29.  16
    Michael Tomasello, Ann Cale Kruger & Hilary Horn Ratner (1993). Cultural Learning. Behavioral and Brain Sciences 16 (3):495.
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  30. Susan L. Hurley (2006). Bypassing Conscious Control: Unconscious Imitation, Media Violence, and Freedom of Speech. In Susan Pockett, William P. Banks & Shaun Gallagher (eds.), Does Consciousness Cause Behavior? MIT Press 301-337.
  31.  25
    Caroline Catmur & Cecilia Heyes (2013). Is It What You Do, or When You Do It? The Roles of Contingency and Similarity in Pro‐Social Effects of Imitation. Cognitive Science 37 (8):1541-1552.
    Being imitated has a wide range of pro-social effects, but it is not clear how these effects are mediated. Naturalistic studies of the effects of being imitated have not established whether pro-social outcomes are due to the similarity and/or the contingency between the movements performed by the actor and those of the imitator. Similarity is often assumed to be the active ingredient, but we hypothesized that contingency might also be important, as it produces positive affect in infants and can be (...)
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  32.  24
    Bennett G. Galef (1992). The Question of Animal Culture. Human Nature 3 (2):157-178.
    In this paper I consider whether traditional behaviors of animals, like traditions of humans, are transmitted by imitation learning. Review of the literature on problem solving by captive primates, and detailed consideration of two widely cited instances of purported learning by imitation and of culture in free-living primates (sweet-potato washing by Japanese macaques and termite fishing by chimpanzees), suggests that nonhuman primates do not learn to solve problems by imitation. It may, therefore, be misleading to treat animal traditions and human (...)
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  33.  82
    C. M. Heyes (1998). Theory of Mind in Nonhuman Primates. Behavioral and Brain Sciences 21 (1):101-114.
    Since the BBS article in which Premack and Woodruff (1978) asked “Does the chimpanzee have a theory of mind?,” it has been repeatedly claimed that there is observational and experimental evidence that apes have mental state concepts, such as “want” and “know.” Unlike research on the development of theory of mind in childhood, however, no substantial progress has been made through this work with nonhuman primates. A survey of empirical studies of imitation, self-recognition, social relationships, deception, role-taking, and perspective-taking suggests (...)
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  34.  17
    Kim Sterelny (2013). The Evolved Apprentice Model: Scope and Limits. [REVIEW] Biological Theory 8 (1):37-43.
    Downes, Gerrans, and Sutton all raise important issues for the account of human social learning and cooperation developed in The Evolved Apprentice. Downes suggests that I have bought too uncritically into the view that hunting was economically critical to forager life; I remain unpersuaded, while conceding something to the alternative view that hunting was signaling. Downes also suggests that I consider extending the evolved apprentice model to contemporary issues in social epistemology; I wonder whether that might make the model so (...)
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  35.  6
    Rik Wehrens (2015). The Potential of the Imitation Game Method in Exploring Healthcare Professionals’ Understanding of the Lived Experiences and Practical Challenges of Chronically Ill Patients. Health Care Analysis 23 (3):253-271.
    This paper explores the potential and relevance of an innovative sociological research method known as the Imitation Game for research in health care. Whilst this method and its potential have until recently only been explored within sociology, there are many interesting and promising facets that may render this approach fruitful within the health care field, most notably to questions about the experiential knowledge or ‘expertise’ of chronically ill patients. The Imitation Game can be especially useful because it provides a way (...)
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  36.  69
    J. Decety & T. Chaminade (2003). When the Self Represents the Other: A New Cognitive Neuroscience View on Psychological Identification. Consciousness and Cognition 12 (4):577-596.
    There is converging evidence from developmental and cognitive psychology, as well as from neuroscience, to suggest that the self is both special and social, and that self-other interaction is the driving force behind self-development. We review experimental findings which demonstrate that human infants are motivated for social interactions and suggest that the development of an awareness of other minds is rooted in the implicit notion that others are like the self. We then marshal evidence from functional neuroimaging explorations of the (...)
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  37. Alan M. Turing (1950). Computing Machinery and Intelligence. Mind 59 (October):433-60.
    I propose to consider the question, "Can machines think?" This should begin with definitions of the meaning of the terms "machine" and "think." The definitions might be framed so as to reflect so far as possible the normal use of the words, but this attitude is dangerous, If the meaning of the words "machine" and "think" are to be found by examining how they are commonly used it is difficult to escape the conclusion that the meaning and the answer to (...)
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  38. Susan Hurley (2008). The Shared Circuits Model (SCM): How Control, Mirroring, and Simulation Can Enable Imitation, Deliberation, and Mindreading. Behavioral and Brain Sciences 31 (1):1-22.
    Imitation, deliberation, and mindreading are characteristically human sociocognitive skills. Research on imitation and its role in social cognition is flourishing across various disciplines. Imitation is surveyed in this target article under headings of behavior, subpersonal mechanisms, and functions of imitation. A model is then advanced within which many of the developments surveyed can be located and explained. The shared circuits model (SCM) explains how imitation, deliberation, and mindreading can be enabled by subpersonal mechanisms of control, mirroring, and simulation. It is (...)
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  39.  37
    Nicholas Shea (2009). Imitation as an Inheritance System. Philosophical Transactions of the Royal Society B 364:2429-2443.
    What is the evolutionary significance of the various mechanisms of imitation, emulation and social learning found in humans and other animals? This paper presents an advance in the theoretical resources for addressing that question, in the light of which standard approaches from the cultural evolution literature should be refocused. The central question is whether humans have an imitationbased inheritance system—a mechanism that has the evolutionary function of transmitting behavioural phenotypes reliably down the generations. To have the evolutionary power of an (...)
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  40.  12
    Mónica Tamariz & Simon Kirby (2015). Culture: Copying, Compression, and Conventionality. Cognitive Science 39 (1):171-183.
    Through cultural transmission, repeated learning by new individuals transforms cultural information, which tends to become increasingly compressible . Existing diffusion chain studies include in their design two processes that could be responsible for this tendency: learning and reproducing . This paper manipulates the presence of learning in a simple iterated drawing design experiment. We find that learning seems to be the causal factor behind the increase in compressibility observed in the transmitted information, while reproducing is a source of random heritable (...)
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  41.  14
    Maxine Sheet-Johnstone (2000). Kinetic Tactile-Kinesthetic Bodies: Ontogenetical Foundations of Apprenticeship Learning. [REVIEW] Human Studies 23 (4):343-370.
    An ontogenetically-informed epistemology is necessary to understandings of apprenticeship learning. The methodology required in this enterprise is a constructive phenomenology, a phenomenology that takes into account the fact that as infants, we were apprentices of our own bodies: we all learned our bodies and learned to move ourselves. The major focus of this essay is on infant social relationships that develop on the ground of our original corporeal-kinetic apprenticeship. It shows how joint attention, imitation, and turn-taking - all richly examined (...)
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  42.  15
    Ei-Ichi Izawa & Shigeru Watanabe (2011). Observational Learning in the Large-Billed Crow (Corvus Macrorhynchos): Effect of Demonstrator-Observer Dominance Relationship. Interaction Studies 12 (2):281-303.
    Exploiting the skills of others enables individuals to reduce the risks and costs of resource innovation. Social corvids are known to possess sophisticated social and physical cognitive abilities. However, their capacity for imitative learning and its inter-individual transmission pattern remains mostly unexamined. Here we demonstrate the large-billed crows' ability to learn problem-solving techniques by observation and the dominance-dependent pattern in which this technique is transmitted. Crows were allowed to observe one of two box-opening behaviours performed by a dominant or subordinate (...)
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  43. Patricia Greenspan (2010). Learning Emotions and Ethics. In Peter Goldie (ed.), The Oxford Handbook of Philosophy of Emotion. Oxford University Press
    Innate emotional bases of ethics have been proposed by authors in evolutionary psychology, following Darwin and his sources in eighteenth-century moral philosophy. Philosophers often tend to view such theories as irrelevant to, or even as tending to undermine, the project of moral philosophy. But the importance of emotions to early moral learning gives them a role to play in determining the content of morality. I argue, first, that research on neural circuits indicates that the basic elements or components of emotions (...)
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  44.  35
    Björn Vickhoff & Helge Malmgren, Why Does Music Move Us? Philosophical Communications.
    The communication of emotion in music has with few exceptions, as L. B. Meyer´s Emotion and Meaning in Music (1956) and the contour theory (Kivy 1989, 2002), focused on music structure as representations of emotions. This implies a semiotic approach - the assumption that music is a kind of language that could be read and decoded. Such an approach is largely restricted to the conscious level of knowing, understanding and communication. We suggest an understanding of music and emotion based on (...)
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  45.  11
    Stephen J. Cowley & Karl MacDorman (1995). Simulating Convesations: The Communion Game. [REVIEW] AI and Society 9 (2-3):116-137.
    In their enthusiasm for programming, computational linguists have tended to lose sight of what humansdo. They have conceived of conversations as independent of sound and the bodies that produce it. Thus, implicit in their simulations is the assumption that the text is the essence of talk. In fact, unlike electronic mail, conversations are acoustic events. During everyday talk, human understanding depends both on the words spoken and on fine interpersonal vocal coordination. When utterances are analysed into sequences of word-based forms, (...)
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  46.  8
    Thomas R. Zentall (1998). Insufficient Support for Either Response “Priming” or “Program-Level Imitation”. Behavioral and Brain Sciences 21 (5):708-709.
    Byrne & Russon propose that priming can account for the imitation of simple actions, but they fail to explain how the behavior of another can prime the observer's own behavior. They also propose that imitation of complex skills requires a sequence of acts tied together by a program, but they fail to rule out the role of trial-and-error learning and perceptual/motivational mechanisms in such task acquisition.
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  47.  28
    Michael A. Arbib & James Bonaiuto (2007). From Grasping to Complex Imitation: Mirror Systems on the Path to Language. Mind and Society 7 (1):43-64.
    We focus on the evolution of action capabilities which set the stage for language, rather than analyzing how further brain evolution built on these capabilities to yield a language-ready brain. Our framework is given by the Mirror System Hypothesis, which charts a progression from a monkey-like mirror neuron system (MNS) to a chimpanzee-like mirror system that supports simple imitation and thence to a human-like mirror system that supports complex imitation and language. We present the MNS2 model, a new model of (...)
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  48.  2
    Ludwig Huber (1998). Movement Imitation as Faithful Copying in the Absence of Insight. Behavioral and Brain Sciences 21 (5):694-694.
    Byrne & Russon use novelty as the primary requirement for providing evidence of true imitation in animals. There are three reasons to object to this. First, experiential learning cannot always be completely excluded as an alternative explanation of the observed behavior. Second, the imitator's manipulations performed during ontogeny cannot be known in full detail. Finally, there is at present only a weak understanding of how novel forms emerge. Data from our own recent experiments will be used to emphasize the need (...)
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  49.  27
    Frank Kannetzky (2007). What Makes Cultural Heredity Unique? On Action-Types, Intentionality and Cooperation in Imitation. Mind and Language 22 (5):592–623.
    The exploration of the mechanisms of cultural heredity has often been regarded as the key to explicating human uniqueness. Particularly early imitative learning, which is explained as a kind of simulation that rests on the infant’s identification with other persons as intentional agents, has been stressed as the foundation of cumulative cultural transmission. But the question of what are the objects of this mechanism has not been given much attention. Although this is a pivotal point, it still remains obscure. I (...)
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  50.  12
    Cecilia Heyes (2008). Imitation as a Conjunction. Behavioral and Brain Sciences 31 (1):28-29.
    The conjunctive conception takes imitation to be a combination of observational learning and copying. In the target article, and elsewhere, this conception generates problems in (1) explaining the copying of intransitive actions, (2) elucidating the potential functions of imitation, and (3) recognising when the correspondence problem has been avoided rather than solved. Hurley's careful use of subpersonal and personal levels of explanation shows us how to tackle these and other questions about imitation.
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