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Generalized imitation in preschool boys

E Kymissis¹, C L Poulson

¹Department of Psychology, Queens College/CUNY, Flushing 11367-1597.

Journal of Experimental Child Psychology

|December 1, 1994

Summary

This study investigated vocal imitation in preschool boys using a generalized motor imitation paradigm. Reinforcing imitation increased matching preferences in most children, supporting the conditioned-reinforcement hypothesis.

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Area of Science:

Child Psychology
Behavioral Science
Developmental Psychology

Background:

The generalized motor imitation paradigm is a key concept in behavioral science.
Previous research indicates varied responses to imitation reinforcement among children.

Purpose of the Study:

To assess the applicability of the generalized motor imitation paradigm to vocal imitation in preschool boys.
To examine the effects of reinforcing vocal imitation on preference for matching behaviors.

Main Methods:

Utilized a generalized motor imitation paradigm with five male preschool children (3-5 years old).
Established baseline preference measures for four choice conditions: Matching, Nonmatching, Listening, and Waiting.
Introduced reinforcement for vocal imitation (color naming) to observe its effect on preference.

Main Results:

Reinforcement of vocal imitation increased the preference for matching in three out of five children.
Results align with the conditioned-reinforcement hypothesis for generalized imitation.
Demonstrated that not all children exhibit a preference for imitation after direct reinforcement.

Conclusions:

The generalized motor imitation paradigm is applicable to vocal imitation in preschool boys.
Conditioned reinforcement plays a significant role in generalized vocal imitation.
Individual differences in response to imitation reinforcement persist in young children.

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