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Showing 1 to 12 of 82 entries
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Imitation of a peer as a function of reinforcement from the peer group and rewardingness of the model.

Child development

Hartup WW, Coates B.
PMID: 5583051
Child Dev. 1967 Dec;38(4):1003-16.

No abstract available.

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Hartup WW, Coates B. Imitation of a peer as a function of reinforcement from the peer group and rewardingness of the model. Child Dev. 1967;38(4):1003-16
Hartup, W. W., & Coates, B. (1967). Imitation of a peer as a function of reinforcement from the peer group and rewardingness of the model. Child development, 38(4), 1003-16.
Hartup, W W, and Coates, B. "Imitation of a peer as a function of reinforcement from the peer group and rewardingness of the model." Child development vol. 38,4 (1967): 1003-16.
Hartup WW, Coates B. Imitation of a peer as a function of reinforcement from the peer group and rewardingness of the model. Child Dev. 1967 Dec;38(4):1003-16. PMID: 5583051.
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Influence of discrepancies between successively modeled self-reward criteria on the adoption of a self-imposed standard.

Journal of personality and social psychology

McMains MJ, Liebert RM.
PMID: 5644477
J Pers Soc Psychol. 1968 Feb;8(2):166-71. doi: 10.1037/h0025262.

No abstract available.

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McMains MJ, Liebert RM. Influence of discrepancies between successively modeled self-reward criteria on the adoption of a self-imposed standard. J Pers Soc Psychol. 1968;8(2):166-71doi: 10.1037/h0025262.
McMains, M. J., & Liebert, R. M. (1968). Influence of discrepancies between successively modeled self-reward criteria on the adoption of a self-imposed standard. Journal of personality and social psychology, 8(2), 166-71. https://doi.org/10.1037/h0025262
McMains, M J, and Liebert, R M. "Influence of discrepancies between successively modeled self-reward criteria on the adoption of a self-imposed standard." Journal of personality and social psychology vol. 8,2 (1968): 166-71. doi: https://doi.org/10.1037/h0025262
McMains MJ, Liebert RM. Influence of discrepancies between successively modeled self-reward criteria on the adoption of a self-imposed standard. J Pers Soc Psychol. 1968 Feb;8(2):166-71. doi: 10.1037/h0025262. PMID: 5644477.
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Perception, action, and cognition in early infancy.

Annales de pediatrie

Meltzoff AN.
PMID: 3970514
Ann Pediatr (Paris). 1985 Jan;32(1):63-77.

No abstract available.

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Meltzoff AN. Perception, action, and cognition in early infancy. Ann Pediatr (Paris). 1985;32(1):63-77
Meltzoff, A. N. (1985). Perception, action, and cognition in early infancy. Annales de pediatrie, 32(1), 63-77.
Meltzoff, A N. "Perception, action, and cognition in early infancy." Annales de pediatrie vol. 32,1 (1985): 63-77.
Meltzoff AN. Perception, action, and cognition in early infancy. Ann Pediatr (Paris). 1985 Jan;32(1):63-77. PMID: 3970514.
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Little chameleons: The development of social mimicry during early childhood.

Journal of experimental child psychology

van Schaik JE, Hunnius S.
PMID: 27060416
J Exp Child Psychol. 2016 Jul;147:71-81. doi: 10.1016/j.jecp.2016.03.003. Epub 2016 Apr 06.

Adults use behavioral mimicry to blend in with (or stand out from) their social environment. Adopting another's mannerisms and behaviors, or "mimicking", communicates liking and similarity between interaction partners and has been shown to serve as an implicit affiliation...

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van Schaik JE, Hunnius S. Little chameleons: The development of social mimicry during early childhood. J Exp Child Psychol. 2016;147:71-81doi: 10.1016/j.jecp.2016.03.003.
van Schaik, J. E., & Hunnius, S. (2016). Little chameleons: The development of social mimicry during early childhood. Journal of experimental child psychology, 14771-81. https://doi.org/10.1016/j.jecp.2016.03.003
van Schaik, Johanna E, and Hunnius, Sabine. "Little chameleons: The development of social mimicry during early childhood." Journal of experimental child psychology vol. 147 (2016): 71-81. doi: https://doi.org/10.1016/j.jecp.2016.03.003
van Schaik JE, Hunnius S. Little chameleons: The development of social mimicry during early childhood. J Exp Child Psychol. 2016 Jul;147:71-81. doi: 10.1016/j.jecp.2016.03.003. Epub 2016 Apr 06. PMID: 27060416.
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The clinical specialist as role model or motivator?.

Nursing forum

Pearson LE.
PMID: 4482876
Nurs Forum. 1972;11(1):71-7. doi: 10.1111/j.1744-6198.1972.tb00053.x.

No abstract available.

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Pearson LE. The clinical specialist as role model or motivator?. Nurs Forum. 1972;11(1):71-7doi: 10.1111/j.1744-6198.1972.tb00053.x.
Pearson, L. E. (1972). The clinical specialist as role model or motivator?. Nursing forum, 11(1), 71-7. https://doi.org/10.1111/j.1744-6198.1972.tb00053.x
Pearson, L E. "The clinical specialist as role model or motivator?." Nursing forum vol. 11,1 (1972): 71-7. doi: https://doi.org/10.1111/j.1744-6198.1972.tb00053.x
Pearson LE. The clinical specialist as role model or motivator?. Nurs Forum. 1972;11(1):71-7. doi: 10.1111/j.1744-6198.1972.tb00053.x. PMID: 4482876.
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Social perspective taking and use of discounting in children's perceptions of others' helping behavior.

The Journal of genetic psychology

Mendelsohn M, Straker G.
PMID: 10048214
J Genet Psychol. 1999 Mar;160(1):69-83. doi: 10.1080/00221329909595381.

The authors investigated the relationship between children's ability to take the social perspective of another and their use of the causal attribution principle known as discounting in assessing others' kindness in helping. The participants (N = 153), 7 to...

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Mendelsohn M, Straker G. Social perspective taking and use of discounting in children's perceptions of others' helping behavior. J Genet Psychol. 1999;160(1):69-83doi: 10.1080/00221329909595381.
Mendelsohn, M., & Straker, G. (1999). Social perspective taking and use of discounting in children's perceptions of others' helping behavior. The Journal of genetic psychology, 160(1), 69-83. https://doi.org/10.1080/00221329909595381
Mendelsohn, M, and Straker, G. "Social perspective taking and use of discounting in children's perceptions of others' helping behavior." The Journal of genetic psychology vol. 160,1 (1999): 69-83. doi: https://doi.org/10.1080/00221329909595381
Mendelsohn M, Straker G. Social perspective taking and use of discounting in children's perceptions of others' helping behavior. J Genet Psychol. 1999 Mar;160(1):69-83. doi: 10.1080/00221329909595381. PMID: 10048214.
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Automatic imitation effects are influenced by experience of synchronous action in children.

Journal of experimental child psychology

O'Sullivan EP, Bijvoet-van den Berg S, Caldwell CA.
PMID: 29571028
J Exp Child Psychol. 2018 Jul;171:113-130. doi: 10.1016/j.jecp.2018.01.013.

By their fourth year of life, children are expert imitators, but it is unclear how this ability develops. One approach suggests that certain types of experience might forge associations between the sensory and motor representations of an action that...

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O'Sullivan EP, Bijvoet-van den Berg S, Caldwell CA. Automatic imitation effects are influenced by experience of synchronous action in children. J Exp Child Psychol. 2018;171:113-130doi: 10.1016/j.jecp.2018.01.013.
O'Sullivan, E. P., Bijvoet-van den Berg, S., & Caldwell, C. A. (2018). Automatic imitation effects are influenced by experience of synchronous action in children. Journal of experimental child psychology, 171113-130. https://doi.org/10.1016/j.jecp.2018.01.013
O'Sullivan, Eoin P, et al. "Automatic imitation effects are influenced by experience of synchronous action in children." Journal of experimental child psychology vol. 171 (2018): 113-130. doi: https://doi.org/10.1016/j.jecp.2018.01.013
O'Sullivan EP, Bijvoet-van den Berg S, Caldwell CA. Automatic imitation effects are influenced by experience of synchronous action in children. J Exp Child Psychol. 2018 Jul;171:113-130. doi: 10.1016/j.jecp.2018.01.013. PMID: 29571028.
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A comparison of positive vicarious learning and verbal information for reducing vicariously learned fear.

Cognition & emotion

Reynolds G, Wasely D, Dunne G, Askew C.
PMID: 29046112
Cogn Emot. 2018 Sep;32(6):1166-1177. doi: 10.1080/02699931.2017.1389695. Epub 2017 Oct 19.

Research with children has demonstrated that both positive vicarious learning (modelling) and positive verbal information can reduce children's acquired fear responses for a particular stimulus. However, this fear reduction appears to be more effective when the intervention pathway matches...

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Reynolds G, Wasely D, Dunne G, et al. A comparison of positive vicarious learning and verbal information for reducing vicariously learned fear. Cogn Emot. 2017;32(6):1166-1177doi: 10.1080/02699931.2017.1389695.
Reynolds, G., Wasely, D., Dunne, G., & Askew, C. (2018). A comparison of positive vicarious learning and verbal information for reducing vicariously learned fear. Cognition & emotion, 32(6), 1166-1177. https://doi.org/10.1080/02699931.2017.1389695
Reynolds, Gemma, et al. "A comparison of positive vicarious learning and verbal information for reducing vicariously learned fear." Cognition & emotion vol. 32,6 (2018): 1166-1177. doi: https://doi.org/10.1080/02699931.2017.1389695
Reynolds G, Wasely D, Dunne G, Askew C. A comparison of positive vicarious learning and verbal information for reducing vicariously learned fear. Cogn Emot. 2018 Sep;32(6):1166-1177. doi: 10.1080/02699931.2017.1389695. Epub 2017 Oct 19. PMID: 29046112.
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Teacher-learner interaction quantifies scaffolding behaviour in imitation learning.

Scientific reports

Okazaki S, Muraoka Y, Osu R.
PMID: 31101874
Sci Rep. 2019 May 17;9(1):7543. doi: 10.1038/s41598-019-44049-x.

Teachers often believe that they take into account learners' ongoing learning progress in their teaching. Can behavioural data support this belief? To address this question, we investigated the interactive behavioural coordination between teachers and learners during imitation learning to...

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Okazaki S, Muraoka Y, Osu R. Teacher-learner interaction quantifies scaffolding behaviour in imitation learning. Sci Rep. 2019;9(1):7543doi: 10.1038/s41598-019-44049-x.
Okazaki, S., Muraoka, Y., & Osu, R. (2019). Teacher-learner interaction quantifies scaffolding behaviour in imitation learning. Scientific reports, 9(1), 7543. https://doi.org/10.1038/s41598-019-44049-x
Okazaki, Shuntaro, et al. "Teacher-learner interaction quantifies scaffolding behaviour in imitation learning." Scientific reports vol. 9,1 (2019): 7543. doi: https://doi.org/10.1038/s41598-019-44049-x
Okazaki S, Muraoka Y, Osu R. Teacher-learner interaction quantifies scaffolding behaviour in imitation learning. Sci Rep. 2019 May 17;9(1):7543. doi: 10.1038/s41598-019-44049-x. PMID: 31101874; PMCID: PMC6525160.
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Do Newborns Have the Ability to Imitate?.

Trends in cognitive sciences

Slaughter V.
PMID: 33727017
Trends Cogn Sci. 2021 May;25(5):377-387. doi: 10.1016/j.tics.2021.02.006. Epub 2021 Mar 13.

Neonatal imitation is widely accepted as fact and cited as evidence of an inborn mirror neuron system that underpins human social behaviour, even though its existence has been debated for decades. The possibility that newborns do not imitate was...

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Slaughter V. Do Newborns Have the Ability to Imitate?. Trends Cogn Sci. 2021;25(5):377-387doi: 10.1016/j.tics.2021.02.006.
Slaughter, V. (2021). Do Newborns Have the Ability to Imitate?. Trends in cognitive sciences, 25(5), 377-387. https://doi.org/10.1016/j.tics.2021.02.006
Slaughter, Virginia. "Do Newborns Have the Ability to Imitate?." Trends in cognitive sciences vol. 25,5 (2021): 377-387. doi: https://doi.org/10.1016/j.tics.2021.02.006
Slaughter V. Do Newborns Have the Ability to Imitate?. Trends Cogn Sci. 2021 May;25(5):377-387. doi: 10.1016/j.tics.2021.02.006. Epub 2021 Mar 13. PMID: 33727017.
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Can compassion be taught?.

Journal of medical ethics

Pence GE.
PMID: 6668583
J Med Ethics. 1983 Dec;9(4):189-91. doi: 10.1136/jme.9.4.189.
Free PMC Article

Socrates (in the Meno) denied that virtues like courage could be taught, whereas Protagoras defended this claim. Compassion is discussed below in this context; it is distinguished from related, but different, moral qualities, and the role of imagination is...

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Pence GE. Can compassion be taught?. J Med Ethics. 1983;9(4):189-91doi: 10.1136/jme.9.4.189.
Pence, G. E. (1983). Can compassion be taught?. Journal of medical ethics, 9(4), 189-91. https://doi.org/10.1136/jme.9.4.189
Pence, G E. "Can compassion be taught?." Journal of medical ethics vol. 9,4 (1983): 189-91. doi: https://doi.org/10.1136/jme.9.4.189
Pence GE. Can compassion be taught?. J Med Ethics. 1983 Dec;9(4):189-91. doi: 10.1136/jme.9.4.189. PMID: 6668583; PMCID: PMC1059297.
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Priming third-party ostracism increases affiliative imitation in children.

Developmental science

Over H, Carpenter M.
PMID: 19371357
Dev Sci. 2009 Apr;12(3):F1-8. doi: 10.1111/j.1467-7687.2008.00820.x.

Human beings are intensely social creatures and, as such, devote significant time and energy to creating and maintaining affiliative bonds with group members. Nevertheless, social relations sometimes collapse and individuals experience exclusion from the group. Fortunately for adults, they...

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Over H, Carpenter M. Priming third-party ostracism increases affiliative imitation in children. Dev Sci. 2009;12(3):F1-8doi: 10.1111/j.1467-7687.2008.00820.x.
Over, H., & Carpenter, M. (2009). Priming third-party ostracism increases affiliative imitation in children. Developmental science, 12(3), F1-8. https://doi.org/10.1111/j.1467-7687.2008.00820.x
Over, Harriet, and Carpenter, Malinda. "Priming third-party ostracism increases affiliative imitation in children." Developmental science vol. 12,3 (2009): F1-8. doi: https://doi.org/10.1111/j.1467-7687.2008.00820.x
Over H, Carpenter M. Priming third-party ostracism increases affiliative imitation in children. Dev Sci. 2009 Apr;12(3):F1-8. doi: 10.1111/j.1467-7687.2008.00820.x. PMID: 19371357.
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Showing 1 to 12 of 82 entries