The Imitative Mind: Development, Evolution, and Brain Bases Edited by Andrew N

Cambridge University Press 0521806852 - The Imitative Mind: Development, Evolution, and Brain Bases Edited by Andrew N. Meltzoff and Wolfgang Prinz Frontmatter More information

The Imitative Mind

Recent scientiﬁc breakthroughs in the study of imitation at multiple levels from cell to behavior have deep implications for cognitive science, neuroscience, and evolutionary and developmental psychology. This volume provides a state-of-the-art summary of the research on imitation in both Europe and America, including work on infants, adults, and nonhuman primates, with speculations about robotics. A special feature of this book is that it provides a concrete instance of the bur- geoning link between developmental psychology, neuroscience, and cognitive science. The book showcases howan in-depth, interdisciplinar y approach to imitation can illuminate long-standing problems in the brain sciences, including consciousness, self, perception-action coding, theory of mind, and intersubjectivity. The book addresses what it means to be human and howweget that way.

AndrewN. Meltzoff is Professor of Psychology and Co-Director of the Center for Mind, Brain and Learning at the University of Washington. He is co-author of Words, Thoughts, and Theories (1997) and The Scientist in the Crib: What Early Learning Tells Us About The Mind (1999).

Wolfgang Prinz is Director at the Max Planck Institute for Psychologi- cal Research, Munich. He has published experimental, theoretical, and historical work on perception, action, attention and consciousness.

© Cambridge University Press www.cambridge.org Cambridge University Press 0521806852 - The Imitative Mind: Development, Evolution, and Brain Bases Edited by Andrew N. Meltzoff and Wolfgang Prinz Frontmatter More information

Cambridge Studies in Cognitive Perceptual Development

Series Editors Kurt W. Fischer, Harvard University, USA Giyoo Hatano, Keio University, Tokyo, Japan Advisory Board Gavin Bremner, Lancaster University, UK Patricia M. Greenﬁeld, University of California, Los Angeles, USA Paul Harris, Harvard University, USA. Daniel Stern, University of Geneva, Switzerland Esther Thelen, Indiana University, USA

The aim of this series is to provide a scholarly forum for current theoretical and empirical issues in cognitive and perceptual development. As the newcentury begins, the field is no longer dominated by monolithic theories. Contemporary explanations build on the combined influences of biological, cultural, contextual and ecological factors in well-defined research domains. In the field of cognitive development, cultural and situational factors are widely recognized as influencing the emergence and forms of reasoning in children. In perceptual development, the field has moved beyond the opposition of “innate” and “acquired” to sug- gest a continuous role for perception in the acquisition of knowledge. These approaches and issues will all be reflected in the series which will also address such important research themes as the indissociable link between perception and action in the developing motor system, the relationship between perceptual and cognitive development to modern ideas on the development of the brain, the significance of developmental processes themselves, dynamic systems theory and contemporary work in the psychodynamic tradition, especially as it relates to the foundations of self-knowledge.

Published titles include Jacqueline Nadel and George Butterworth (eds.) Imitation in Infancy Margaret Harris and Giyoo Hatano (eds.) Learning to Read and Write: a cross-linguistic perspective Michael Siegal and Candida C. Peterson (eds.) Children’s Understanding of Biology and Health Paul Light and Karen Littleton Social Processes in Children’s Learning Nira Granott and Jim Parziale (eds.) Microdevelopment: Transition Processes in Development and Learning Heidi Keller, Ype H. Poorhinga and Alex Sch¨olmerich (eds.) Between Biology and Culture: Perspectives on Ontogenetic Development

The Imitative Mind Development, Evolution, and Brain Bases

edited by AndrewN. Meltzoff and Wolfgang Prinz

PUBLISHED BY THE PRESS SYNDICATE OF THE UNIVERSITY OF CAMBRIDGE The Pitt Building, Trumpington Street, Cambridge, United Kingdom

CAMBRIDGE UNIVERSITY PRESS The Edinburgh Building, Cambridge CB2 2RU, UK 40 West 20th Street, NewYork, NY 10011-4211, USA 477 WilliamstownRoad, Port Melbourne, VIC 3207, Australia Ruiz de Alarc´on13, 28014 Madrid, Spain Dock House, The Waterfront, Cape Town 8001, South Africa http://www.cambridge.org

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First published 2002 Reprinted 2003

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A catalogue record for this book is available from the British Library

Library of Congress Cataloguing in Publication data The imitative mind: development, evolution, and brain bases / edited by A. N. Meltzoff and W. Prinz. p. cm. Includes bibliographical references and index. ISBN 0 521 80685 2 (hardcover) 1. Imitation. 2. Imitation in children. 3. Psychology, Comparative. I. Meltzoff, AndrewN. II. Prinz, Wolfgang. BF357 .I48 2002 156.3 – dc21 2001037642

ISBN 0 521 80685 2 hardback

Contents

Contributors page vii Acknowledgments ix

An introduction to the imitative mind and brain 1 WOLFGANG PRINZ AND ANDREW N. MELTZOFF

Part I Developmental and evolutionary approaches to imitation 1 Elements of a developmental theory of imitation 19 ANDREW N. MELTZOFF 2 Imitation and imitation recognition: Functional use in preverbal infants and nonverbal children with autism 42 JACQUELINE NADEL 3 Self-awareness, other-awareness, and secondary representation 63 JENS B. ASENDORPF 4 Notes on individual differences and the assumed elusiveness of neonatal imitation 74 MIKAEL HEIMANN 5 Ego function of early imitation 85 PHILIPPE ROCHAT 6 The imitator’s representation of the imitated: Ape and child 98 ANDREW WHITEN 7 Seeing actions as hierarchically organized structures: Great ape manual skills 122 RICHARD W. BYRNE

vi Contents

Part II Cognitive approaches to imitation, body scheme, and perception-action coding 8 Experimental approaches to imitation 143 WOLFGANG PRINZ 9 Imitation: Common mechanisms in the observation and execution of ﬁnger and mouth movements 163 HAROLD BEKKERING 10 Goal-directed imitation 183 MERIDETH GATTIS, HAROLD BEKKERING, AND ANDREAS WOHLSCHLAGER¨ 11 Visuomotor couplings in object-oriented and imitative actions 206 STEFAN VOGT 12 On bodies and events 221 BARBARA TVERSKY, JULIE BAUER MORRISON, AND JEFF ZACKS 13 What is the body schema? 233 CATHERINE L. REED

Part III Neuroscience underpinnings of imitation and apraxia 14 From mirror neurons to imitation: Facts and speculations 247 GIACOMO RIZZOLATTI, LUCIANO FADIGA, LEONARDO FOGASSI, AND VITTORIO GALLESE 15 Cell populations in the banks of the superior temporal sulcus of the macaque and imitation 267 TJEERD JELLEMA, CHRIS I. BAKER, MICHAEL W. ORAM, AND DAVID I. PERRETT 16 Is there such a thing as functional equivalence between imagined, observed, and executed action? 291 JEAN DECETY 17 The role of imitation in body ownership and mental growth 311 MARCEL KINSBOURNE 18 Imitation, apraxia, and hemisphere dominance 331 GEORG GOLDENBERG AND JOACHIM HERMSDORFER¨

Index 347

Contributors

JENS B. ASENDORPF, Humboldt-Universit¨atzu Berlin, Berlin, Germany, Institut f¨ur Psychologie

C. I. BAKER, Carnegie Mellon University, Center for The Neural Basis of Cognition, Pittsburgh, PA, USA

HAROLD BEKKERING, University of Groningen, The Netherlands, Experimental & Work Psychology

RICHARD W. BYRNE,University of St. Andrews, Fife, Scotland, School of Psychology

JEAN DECETY, Inserm unit 280, Lyon, France and University of Washington, Seattle, WA, USA, the Center for Mind, Brain and Learning

LUCIANO FADIGA, Istituto di Fisiologia Umana, University of Parma, Parma, Italy

LEONARDO FOGASSI, Istituto di Fisiologia Umana, University of Parma, Parma, Italy

VITTORIO GALLESE, Istituto di Fisiologia Umana, University of Parma, Parma, Italy

MERIDETH GATTIS, University of Shefﬁeld, Shefﬁeld, England, Department of Psychology

GEORG GOLDENBERG, Krankenhaus M¨unchen-Bogenhausen,Munich, Germany, Neuropsychologische Abteilung

MIKAEL HEIMANN, University of Bergen, Norway, Regional Competence Center for Child and Adolescent

JOACHIM HERMSDORFER¨ , Krankenhaus M¨unchen-Bogenhausen, Munich, Germany, Neuropsychologische Abteilung

vii

viii Contributors

TJEERD JELLEMA, Utrecht University, The Netherlands, Helmholtz Research Institute

MARCEL KINSBOURNE, NewSchool University, NewYork, USA

ANDREW N. MELTZOFF, University of Washington, Seattle, WA, USA, Center for Mind, Brain and Learning

JULIE BAUER MORRISON, Stanford University, Stanford, CA, USA, Department of Psychology

JACQUELINE NADEL, Unit CNRS Cognition and Communication, Paris, France, Laboratoire de Psychologie du D´eveloppement

MICHAEL W. ORAM, University of St. Andrews, Fife, Scotland, School of Psychology

DAVID I. PERRETT, University of St. Andrews, Fife, Scotland, School of Psychology

WOLFGANG PRINZ, Max Planck Institute for Psychological Research, Munich, Germany

CATHERINE L. REED, University of Denver, Denver, CO, USA, Department of Psychology

GIACOMO RIZZOLATTI, Istituto di Fisiologia Umana, University of Parma, Parma, Italy

PHILIPPE ROCHAT, Emory University, Atlanta, GA, Department of Psychology

BARBARA TVERSKY, Stanford University, Stanford, CA, USA, Department of Psychology

STEFAN VOGT, Lancaster University, Lancaster, UK, Department of Psychology

ANDREW WHITEN, University of St. Andrews, Fife, Scotland, School of Psychology

ANDREAS WOHLSCHLAGER¨ , Max Planck Institute for Psychological Research, Munich, Germany

JEFF ZACKS, Washington University, St. Louis, MO, USA, Department of Psychology

Acknowledgments

We thank Dr. Sabine Maasen for her assistance in organizing the conference that launched this volume. The conference was convened by the Max Planck Institute for Psychological Research, directed by Wolfgang Prinz, and funded by the Max Planck Society. It was held at the beautiful Kloster Seeon in Bavaria in March 1999. It is difﬁcult to imagine a more peaceful setting; the collaborations and friendships that emerged from these magical few days will have an impact far into the future. We wish to thank Dr. Harold Bekkering for his insights in setting the agenda for the conference and Heidi John for her faithful secretarial assistance. The ﬁnal stages of book preparation were supported by the Center for Mind, Brain, and Learning through funding by the Talaris Research Institute. We thank Craig Harris for help with assembling and submitting the manuscript. We are deeply indebted to our editors at Cambridge University Press, partic- ularly Sarah Caro, Gillian Dadd, Sophie Read, and Ann Lewis. Finally, we wish to acknowledge the help of Dr. George Butterworth in foster- ing this project before his untimely death in February 2000. George was an internationally renowned scientist and an enthusiastic member of our conference. His unquenchable intellectual curiosity led him to promote international and interdisciplinary research. We dedicate this volume to him.