Harriet Over

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    Two systems for reasoning,

    two systems for learning

    Harriet Over and Merideth Gattis

    School of Psychology, Cardiff University

    http://www.esrcsocietytoday.ac.uk/ESRCInfoCentre/index.aspxhttp://www.cardiff.ac.uk/index.html
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    Social learning

    Trial error

    Efficient learning

    Imitation

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    Research questions

    What is the relationship between action

    imitation and vocal imitation?

    What can this tell us about the cognitive

    mechanisms behind imitation?

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    Insights from action imitation

    Childrens imitation of actions is related to

    their understanding of a models goals

    Children copy intentional but not

    accidental actions (Carpenter, Akhtar &Tomasello,1998; Sakkalou & Gattis)

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    Two systems for copying actions

    Perceptual form

    of behaviour

    Knowledge of

    intentions

    Imitation

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    2 systems for copying actions

    Perceptual form

    of behaviour

    Knowledge ofintentions

    Mimicry

    Manipulate mental state information

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    Carpenter, Call and Tomasello (2002)

    2-year-old infants were shown a

    demonstration of how to remove a pin, and

    then open the lid of a box

    Prior intentions

    Style

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    Carpenter, Call and Tomasello (2005)

    12- and 18-month-old infants

    Style

    Objects

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    Conclusions

    Imitation reproduce goal

    Mimicry reproduceirrelevant features

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    Vocal Imitation

    How similar are vocal and action imitation?

    Assumed vocal copying is mimicry (taken from BritishLibrary sound archive)

    Intention understanding?

    http://en.wikipedia.org/wiki/Image:Melopsittacus_undulatus.jpg
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    Experiment 1: vocal imitation and

    mimicry

    Aims

    Design analogous to Carpenter et al

    (2002)

    Are there two systems for vocal learning?

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    Vocal imitation and mimicry

    Participants: 22 female undergraduates

    English first language.

    Tasks:

    1 copy sentences

    2 explicit judgement of speakers goal(happiness or anger)

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    Design

    All information

    No intonation

    No words

    Incongruent cues

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    When did participants understand

    the intention?

    Judgements of Intention

    congruent monotonous reiterant incongruent

    sentence type

    angry/happy

    happy

    angry

    Intonation is the critical cue

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    Imitation task: dependent

    variables

    Imitation:pitch range.

    - emotion behind speech(Scherer, 1986)

    Mimicry: Shape of the intonationcontour

    - can express an emotion with differentcontours

    (Moziconacci & Hermes, 1999)

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    Results: Imitation

    Intonation reproduce intention

    error in reproduction of pitch range

    all info no intonation no words

    condition

    fundamentalf

    requency

    (Hz)

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    Results: Mimicry

    No intonation irrelevant style

    error in reproduction of contour

    all info no intonation no words

    condition

    fundamentalf

    requency

    (Hz) error

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    Experiment 2: Reproducing

    intentions

    The second system

    Will children reproduce the intention

    behind an utterance rather than the

    specific words they hear?

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    Imitation in children

    Meltzoff (1995) 18-month-old children will

    copy the intended goal of an action

    Taken from Meltzoff (1995)

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    Failed attempts and vocal

    imitation

    An ungrammatical sentence is equivalentto a failed attempt to perform an action

    Slobin and Welsh (1973): 2-year-oldsubject omitted meaningless repetitionsfrom her imitations

    - Mark fell fell off the horse

    - Mark fell off the horse

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    Design

    Participants: 20 children aged 5 and 6

    Ungrammatical vs. grammaticalsentences

    Procedure 9 practice trials

    Test sentences alternated with fillers

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    Results

    Children who heard grammaticalsentences were significantly more

    accurate in their reproduction of the test

    sentences (p

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    Results

    Children in ungrammatical condition weresignificantly more likely to recast the sentences(p

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    Conclusions

    Children copy the communicativeintentions behind speech

    2 systems for vocal learning

    Vocal imitation and action imitation

    - Cognitively similar

    - Domain general mechanism

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    Future studies: 1

    Compare reproductions of grammatical

    repetitions to reproductions of non-

    grammatical repetitions

    I thought that that was nice

    It was that that nice day

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    Future Studies: 2

    Tighten analogy with action imitation

    Meltzoff Mechanical device

    Compare imitation of ungrammatical

    sentences delivered by a intentional agent

    and a non-intentional agent

    http://images.google.co.uk/imgres?imgurl=http://thewoodenwagon.com/Merchant2/graphics/00000001/snuggle_bear_d.jpg&imgrefurl=http://thewoodenwagon.com/Merchant2/merchant.mvc%3FScreen%3DProd%26Product_Code%3DSANA5412&h=200&w=200&sz=6&hl=en&start=39&tbnid=KFdCZuVPRPDIjM:&tbnh=104&tbnw=104&prev=/images%3Fq%3Dsoft%2Btoy%26start%3D36%26ndsp%3D18%26svnum%3D10%26hl%3Den%26lr%3D%26sa%3DNhttp://images.google.co.uk/imgres?imgurl=http://thewoodenwagon.com/Merchant2/graphics/00000001/snuggle_bear_d.jpg&imgrefurl=http://thewoodenwagon.com/Merchant2/merchant.mvc%3FScreen%3DProd%26Product_Code%3DSANA5412&h=200&w=200&sz=6&hl=en&start=39&tbnid=KFdCZuVPRPDIjM:&tbnh=104&tbnw=104&prev=/images%3Fq%3Dsoft%2Btoy%26start%3D36%26ndsp%3D18%26svnum%3D10%26hl%3Den%26lr%3D%26sa%3DN
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    Future studies: 3

    Will children reproduce redundant

    information?

    Memory load

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    Dual Processes

    System 1: associative, holistic, automatic,undemanding of cognitive capacity,

    acquisition by biology, contextualised

    System 2: controlled, demanding ofcognitive capacity, analytic, slow,

    acquisition by tuition. (Evans, 2006; Over, 2000)

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    Mimicry System 1

    Evolutionarily old

    Shared with many other species

    http://en.wikipedia.org/wiki/Image:Blue_male_budgie.jpg
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    Imitation System 2

    evolutionarily recent and potentially

    species unique

    Domain general

    flexible knowledge general purpose

    blade

    http://lbc.nimh.nih.gov/images/brain.jpg
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    Predictions

    Higher individual differences in tendency

    to imitate

    individual differences in imitation should

    be correlated with IQ and working memory

    capacity

    Imitation but not mimicry should be

    impaired by placing demands on workingmemory

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    Individual differences

    Questionnaire: tendency to imitate (Sakkalou &

    Gattis)

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    Working memory

    Goal-directed theory (Bekkering, Wohlschlager &Gattis, 2000)

    Processing multiple goals (Perra & Gattis, 2006)

    Taken from Bekkering et al (2000)

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    Thank you

    Thanks to:

    Elena Hoicka

    Elena Sakkalou

    Oliver Perra