A non-primary cue in spontaneous imitation of English voiceless stops

2019 ◽  
Vol 145 (3) ◽  
pp. 1931-1931
Author(s):  
Harim Kwon ◽  
Yuting Guo
Keyword(s):  
Spontaneous Imitation

scholarly journals Tail walking in a bottlenose dolphin community: the rise and fall of an arbitrary cultural ‘fad’

2018 ◽  
Vol 14 (9) ◽  
pp. 20180314 ◽  
Author(s):  
M. Bossley ◽  
A. Steiner ◽  
P. Brakes ◽  
J. Shrimpton ◽  
C. Foster ◽  
...  
Keyword(s):  
Social Learning ◽  
Bottlenose Dolphin ◽  
Bottlenose Dolphins ◽  
Adaptive Behaviour ◽  
Adaptive Function ◽  
Wild Female ◽  
Release Wave ◽  
Potential Strength ◽  
Animal Populations ◽  
Spontaneous Imitation

Social learning of adaptive behaviour is widespread in animal populations, but the spread of arbitrary behaviours is less common. In this paper, we describe the rise and fall of a behaviour called tail walking, where a dolphin forces the majority of its body vertically out of the water and maintains the position by vigourously pumping its tail, in a community of Indo-Pacific bottlenose dolphins ( Tursiops aduncus ). The behaviour was introduced into the wild following the rehabilitation of a wild female individual, Billie, who was temporarily co-housed with trained dolphins in a dolphinarium. This individual was sighted performing the behaviour seven years after her 1988 release, as was one other female dolphin named Wave. Initial production of the behaviour was rare, but following Billie's death two decades after her release, Wave began producing the behaviour at much higher rates, and several other dolphins in the community were subsequently sighted performing the behaviour. Social learning is the most likely mechanism for the introduction and spread of this unusual behaviour, which has no known adaptive function. These observations demonstrate the potential strength of the capacity for spontaneous imitation in bottlenose dolphins, and help explain the origin and spread of foraging specializations observed in multiple populations of this genus.

Effects of coaching on the fidelity of parent implementation of reciprocal imitation training

Autism ◽  
2018 ◽  
Vol 23 (6) ◽  
pp. 1497-1507 ◽  
Author(s):  
Ashley Penney ◽  
Ilene Schwartz
Keyword(s):  
Children With Autism ◽  
Didactic Training ◽  
Reciprocal Imitation Training ◽  
Young Children With Autism ◽  
Spontaneous Imitation ◽  
Social Communicative ◽  
Parent Implementation ◽  
Reciprocal Imitation ◽  
Communicative Skill

Imitation is an important early social communicative skill that is often impaired in young children with autism. Reciprocal imitation training is an easy-to-implement intervention that targets social imitation and can be taught to parents or other caregivers to implement at home and in the community. In this study, parents of children with autism were taught to implement reciprocal imitation training. The quality of parent fidelity of intervention implementation and rates of child spontaneous imitation were examined in three phases: baseline, post-didactic training, and after the introduction of 1:1 coaching. The results suggest that coaching improved parent fidelity with all parent participants, and this correlated to an increase in spontaneous imitation with some of the child participants.

An Experimental Analysis of Milieu Language Intervention

1989 ◽  
Vol 54 (3) ◽  
pp. 448-461 ◽  
Author(s):  
Steven F. Warren ◽  
Linda M. Bambara
Keyword(s):  
Mental Retardation ◽  
Language Development ◽  
Baseline Period ◽  
Language Intervention ◽  
Multiple Baseline ◽  
Experimental Control ◽  
Baseline Design ◽  
Spontaneous Imitation ◽  
Object Form ◽  
Interactive Play

The syntactic and pragmatic effects of a milieu language teaching intervention implemented to teach the action-object form were investigated. Subjects were 3 young children with borderline to moderate levels of mental retardation, all in the early stages of productive language development. After a prolonged baseline period, each subject received three to four training sessions per week in a small group interactive play situation. Experimental control was demonstrated by a multiple baseline design across subjects. Generalization was measured along a variety of dimensions. Results indicated that subjects learned to generatively produce action-object combinations. These combinations were used in nonobligatory conversational situations as requests for objects/actions and as declaratives. Subjects also began to respond correctly to probe questions. The results support the conclusion that milieu training procedures can be used to enhance the acquisition and generative use of basic syntactic-semantic forms. The results also suggest that systemic adult commenting, child conversational "scaffolding," and spontaneous imitation may play significant roles for some children in the acquisition and generalization of language taught via a milieu approach.

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