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The Imitative Mind
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  • Cited by 44
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    This book has been cited by the following publications. This list is generated based on data provided by CrossRef.

    Ramstead, Maxwell J. D. Veissière, Samuel P. L. and Kirmayer, Laurence J. 2016. Cultural Affordances: Scaffolding Local Worlds Through Shared Intentionality and Regimes of Attention. Frontiers in Psychology, Vol. 7,

    Howe, Mark L. 2015. Handbook of Child Psychology and Developmental Science.

    Koole, Tom 2015. Handbook of Pragmatics.

    LLobregat-Gomez, Nuria and Sanchez-Ruiz, Luis M. 2015. 2015 International Conference on Interactive Collaborative Learning (ICL). p. 1026.

    Pope, Sarah M. Russell, Jamie L. and Hopkins, William D. 2015. The association between imitation recognition and socio-communicative competencies in chimpanzees (Pan troglodytes). Frontiers in Psychology, Vol. 6,

    Sartori, Luisa Bulgheroni, Maria Tizzi, Raffaella and Castiello, Umberto 2015. A kinematic study on (un)intentional imitation in bottlenose dolphins. Frontiers in Human Neuroscience, Vol. 9,

    Sclafani, Valentina Paukner, Annika Suomi, Stephen J. and Ferrari, Pier F. 2015. Imitation promotes affiliation in infant macaques at risk for impaired social behaviors. Developmental Science, Vol. 18, Issue. 4, p. 614.

    Foti, F. Mazzone, L. Menghini, D. De Peppo, L. Federico, F. Postorino, V. Baumgartner, E. Valeri, G. Petrosini, L. and Vicari, S. 2014. Learning by observation in children with autism spectrum disorder. Psychological Medicine, Vol. 44, Issue. 11, p. 2437.

    Rizzolatti, Giacomo 2014. Imitation: mechanisms and importance for human culture. Rendiconti Lincei, Vol. 25, Issue. 3, p. 285.

    Yang, Tianxiao Gathercole, Susan E. and Allen, Richard J. 2014. Benefit of enactment over oral repetition of verbal instruction does not require additional working memory during encoding. Psychonomic Bulletin & Review, Vol. 21, Issue. 1, p. 186.

    Kindeberg, Tina 2013. The Significance of Emulation in the Oral Interaction Between Teacher and Students. Journal of Philosophy of Education, Vol. 47, Issue. 1, p. 99.

    Verschoor, Stephan A. Spapé, Michiel Biro, Szilvia and Hommel, Bernhard 2013. From outcome prediction to action selection: developmental change in the role of action-effect bindings. Developmental Science, p. n/a.

    Buysse, Alexandre 2012. La formation des enseignants en tant que transmission d’une forme socioculturelle. Phronesis, Vol. 1, Issue. 4, p. 4.

    Grand, Ian J. 2012. Becoming Paladin: The Bodily Ground of World Becoming. World Futures, Vol. 68, Issue. 8, p. 543.

    Gaensbauer, Theodore J. 2011. Embodied Simulation, Mirror Neurons, and the Reenactment of Trauma in Early Childhood. Neuropsychoanalysis, Vol. 13, Issue. 1, p. 91.

    Liew, Sook-Lei and Aziz-Zadeh, Lisa 2011. From DNA to Social Cognition.

    Raglio, Alfredo Traficante, Daniela and Oasi, Osmano 2011. Autism and music therapy. Intersubjective approach and music therapy assessment. Nordic Journal of Music Therapy, Vol. 20, Issue. 2, p. 123.

    Friedman, Ron Deci, Edward L. Elliot, Andrew J. Moller, Arlen C. and Aarts, Henk 2010. Motivational synchronicity: Priming motivational orientations with observations of others’ behaviors. Motivation and Emotion, Vol. 34, Issue. 1, p. 34.

    Gintis, Herbert 2010. Review 2. Rationality and its Discontents. The Economic Journal, Vol. 120, Issue. 542, p. F162.

    Jordan, J. Scott 2009. Forward-Looking Aspects of Perception–Action Coupling as a Basis for Embodied Communication. Discourse Processes, Vol. 46, Issue. 2-3, p. 127.

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    The Imitative Mind
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Book description

Imitation guides the behaviour of a range of species. Scientific advances in the study of imitation at multiple levels from neurons to behaviour have far-reaching implications for cognitive science, neuroscience, and evolutionary and developmental psychology. This volume, first published in 2002, provides a 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 the book is that it provides a concrete instance of the links between developmental psychology, neuroscience, and cognitive science. It showcases how an interdisciplinary 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 how we get that way.


Review of the hardback:'Most of the book's merit is in the chapters themselves, most of which are skillfully written such that their relevance goes beyond the limits of the discipline at hand and illuminates issues relevant to neighboring disciplines as well. The two editors are leading figures in the fields of developmental and experimental psychology, and their respective research contributions blend well conceptually.'

Source: Nature Neuroscience

Review of the hardback:'Despite the variety of disciplines and viewpoints represented, the editors, Meltzoff and Prinz, were able to foster a strong sense of coherency by encouraging the authors to make strategic cross-references to each other's papers. Without exception the essays are rich in empirical data. Experiments are viewed, and in a few cases previously unpublished experiments are discussed.'

Source: Infant and Child Development

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