In this book we take a fresh look at imitation. With the knowledge of some 20 years of research after Chomsky's initial critique of the behavioristic approach to language learning, it is time to explore imitation once again. How imitation is viewed in this book has changed greatly since the 1950s and can only be under stood by reading the various contributions. This reading reveals many faces, many forms, many causes, and many functions of imitation-cognitive, social, information processing, learning, and biological. Some views are far removed from the notion that an imitation must occur immediately or that it must be a per fect copy of an adult sentence. But the essence of the concept of imitation is retained: Some of the child's language behavior originates as an imitation of a prior model. The range of phenomena covered is broad and stimulating. Imitation's role is discussed from infancy on through all stages of language learning. Individual differences among children are examined in how much they use imitation, and in what forms and to what purposes they use it. The forms and functions of parent imitation of their child are considered. Second-language learning is studied alongside first-language learning. The juxtaposition of so many views and facets of imitation in this book will help us to study the commonalities as well as differences of various forms and functions of imitative language and will help us to discern the further dimensions along which we must begin to differentiate imitation.

Inhaltsangabe1 A Fresh Look at Imitation in Language Learning.- 1.1 A Brief Overview of This Book.- 1.2 The "New Look" for Imitation.- 1.2.1 Imitation: A Complex Behavior.- 1.2.2 Imitation and Observational Learning.- 1.2.3 Child and Adult Imitation.- 1.2.4 Multiple Dimensions of Imitation.- 1.2.4.1 Time Interval Between the Model and the Imitation.- 1.2.4.2 Accuracy of the Match Between Model and Reproduction.- 1.2.5 Developmental Changes in Imitation.- 1.2.6 Biological Foundations of Imitation.- 1.2.7 Sources of Individual Differences in Imitativeness and Imitation Skill.- 1.2.8 Verbal Imitativeness and Language Acquisition Rate.- 1.2.9 Imitation and Memory.- 1.3 Specific Contributions of Children's Imitations to the Children's Language Growth.- 1.3.1 The Past.- 1.3.2 The Future.- 1.4 Specific Contributions of Adult Imitations to Children's Language Growth.- 1.5 The Need for Differentiation: Intents, Processes, and Impacts.- 1.6 A Final Word.- Acknowledgment.- References.- 2 On Linking Nonverbal Imitation, Representation, and Language Learning in the First Two Years of Life.- 2.1 Deferred Imitation: A Statement of the Problem.- 2.2 Deferred Imitation of Object-Related Acts in 1- to 2-Year-Old Infants.- 2.3 Deferred Imitation in 9-Month-Old Infants.- 2.4 Long Term Memory and Imitation: Novel Acts and Multiple Stimuli.- 2.5 Newborn Imitation of Primary Actions: Roots of Sociality, Reciprocity, and Communication.- 2.6 Connections Among Deferred Imitation, Representation, and Language Learning.- 2.6.1 Deferred Imitation as a Mechanism for Language Learning.- 2.6.2 Deferred Imitation and Piagetian Theory.- 2.7 On Characterizing the Cognitive-Linguistic Transition at 18 Months of Age: The Shift FromEmpirical RepresentationstoHypothetical Representations.- 2.7.1 Representation and Language at 18 Months.- 2.7.2 Representation, Imitation, and Symbolic Play at 18 Months.- 2.8 Summary and Conclusion.- Acknowledgments.- References.- 3 Individual and Dyadic Patterns of Imitation: Cognitive and Social Aspects.- 3.1 Introduction.- 3.1.1 Nonverbal Imitation.- 3.1.2 Language Imitation.- 3.2 Method.- 3.2.1 Participants and Procedure.- 3.2.2 Transcription and Coding.- 3.3 Results and Discussion.- 3.3.1 Mothers' and Infants' Spontaneous Imitation.- 3.3.2 Vocal and Verbal Imitation.- 3.3.3 Individual and Dyadic Patterns of Vocal and Verbal Imitation.- 3.3.4 Social and Cognitive Functions of Vocal and Verbal Imitation.- 3.4 Conclusion.- Acknowledgments.- References.- 4 Imitativeness: A Trait or a Skill?.- 4.1 The Study.- 4.1.1 Data Collection.- 4.1.2 Coding.- 4.2 Results.- 4.2.1 Frequency of Imitations.- 4.2.2 Interrelations Among Types of Imitations.- 4.2.3 Imitations at 14 and 20 Months.- 4.2.4 Imitativeness and Language Development.- 4.2.5 Performance on Articulation Task.- 4.3 Conclusion.- Acknowledgments.- References.- 5 Imitation in Mother-Child Conversations: A Focus on the Mother.- 5.1 Imitation in Early Interactions.- 5.2 Method.- 5.2.1 Subjects.- 5.2.2 Procedure.- 5.2.3 Coding.- 5.2.3.1 Self-Repetition.- 5.2.3.2 Pragmatic Functions.- 5.3 Results.- 5.3.1 Prevalence of Specific Imitation Categories.- 5.3.2 Correlation Between Maternal Imitation and Child Language.- 5.3.3 Relationship Between Mother and Child Imitation.- 5.3.4 Pragmatic Function of Maternal Imitation.- 5.4 Discussion.- 5.5 Interaction and Conversation.- Acknowledgments.- References.- 6 Bidirectional Effects of Imitation and Repetition in Conversation: A Synthesis Within a Cognitive Model.- 6.1 Introduction.- 6.1.1 Repetitive Sequences in Conversation.- 6.2 Language as a Cognitive Process.- 6.2.1 Development of Automatic Processing Procedures.- 6.3 Imitation and Repetition in Conversation.- 6.3.1 Sources of Imitation and Repetition: Priming and Rote.- 6.3.2 Adult Self-Repetition.- 6.3.3 Children's Imitations.- 6.4 The Developmental Nature of Children's Imitation.- 6.5 The Issue of Negative Evidence.- 6.6 Summary.- Acknowledgments.- References.- 7 Imitation: A Bootstrap for Learning to S