title: Precision of imitation as a function of preschoolers' understanding of the goal of the demonstration.
abstract: The authors argue that imitation is a flexible and adaptive learning mechanism in that children do not always reproduce all of the details they can from a demonstration. Instead, they vary their replications depending on their interpretation of the situation. Specifically, the authors propose that when children do not understand the overall reason for a model's behavior, they will be more likely to imitate precisely. By copying conservatively in these situations, children may have a good chance of reproducing the action of the model correctly. In contrast, when the reason for an action is clear, children will be more likely to deviate from the manners and flourishes of the model and use their own means to complete the action.
authors.affiliation: Department of Psychology, Stanford University, CA, USA. rawillia@u.washington.edu
authors.forename: Rebecca A
authors.initials: RA
authors.lastname: Williamson
authors.forename: Ellen M
authors.initials: EM
authors.lastname: Markman
mesh_terms: D001364:Awareness; D002657:Child Development; D002675:Child, Preschool; D032882:Comprehension; D003210:Concept Formation; D003405:Creativity; D005260:Female; D006040:Goals; D006801:Humans; D007100:Imitative Behavior; D007389:Internal-External Control; D008297:Male; D010364:Pattern Recognition, Visual; D010988:Play and Playthings; D011597:Psychomotor Performance