From earliest infancy, a typically developing child imitates or mirrors the facial expressions, postures and gestures, and emotional behavior of others. Where does this capacity come from, and what function does it serve? What happens when imitation is impaired? Synthesizing cutting-edge research emerging from a range of disciplines, this important book examines the role of imitation in both autism and typical development. Topics include the neural and evolutionary bases of imitation, its pivotal connections to language development and relationships, and how early imitative deficits in autism might help explain the more overt social and communication problems of older children and adults. --- from the publisher Reviews: The importance of imitation as a fundamental component of social communication, and of its failure in autism, cannot be overstated. This is why imitation is one of the most active research themes in social cognitive neuroscience. The leading researchers in the field have contributed to this volume, which is vital reading for all those currently trying to understand the social mind in both typical and atypical development."
-Uta Frith, PhD, Institute of Cognitive Neuroscience and Department of Psychology, University College London, UK "Truly an outstanding achievement! This unique volume brings together the world's foremost developmental psychologists, clinicians, and neuroscientists studying social cognition to provide critical, in-depth, and fresh perspectives on a topic that has captured the interest of philosophers and scientists for centuries. After reading the book, one appreciates more than ever how studies of typical and atypical populations mutually enhance our understanding of development. Scientists and practitioners alike will value this exceptional book."
-Geraldine Dawson, PhD, Department of Psychology, University of Washington "The broad scope of this volume provides new theoretical insights on the neurocognitive mechanisms involved in imitation processes, highlighting the significance of the child's interactions with others. A timely publication, the book is likely to stimulate renewed interest in imitation and generate investigations into novel therapeutic approaches for children with autism and related disorders."-Helen Tager-Flusberg, PhD, Lab of Cognitive Neuroscience, Boston University School of Medicine Table of Contents: I. Imitation in Typical Development
1. Studies of Imitation in Early Infancy: Findings and Theories, Sally J. Rogers
2. Vocal and Action Imitation by Infants and Toddlers during Dyadic Interactions: Development, Causes, and Consequences, Elise Frank Masur
3. Instrumental, Social, and Shared Goals and Intentions in Imitation, Malinda Carpenter
4. Mimicry and Autism: Bases and Consequences of Rapid, Automatic Matching Behavior, Eric J. Moody and Daniel N. McIntosh
5. Imitation and the Development of Language, Tony Charman
6. Does Imitation Matter to Children with Autism?, Jacqueline Nadel
7. Imitation and Self-Recognition in Autism: In Search of an Explanation, Mark Nielsen, Thomas Suddendorf, and Cheryl Dissanayake
8. Imitation, Theory of Mind, and Cultural Knowledge: Perspectives from Typical Development and Autism, Eva Loth and Juan Carlos Gómez
9. Imitation, Identification, and the Shaping of Mind: Insights from Autism, Peter Hobson and Jessica Meyer II. Evolutionary and Neural Bases of Imitation
10. The Dissection of Imitation and Its "Cognitive Kin" in Comparative and Developmental Psychology, Andrew Whiten
11. A Cognitive Neuroscience View of Imitation, Jean Decety III. Imitation in Autism and Other Clinical Groups: Biobehavioral Findings and Clinical Implications
12. Imitation in Autism: Findings and Controversies, Sally J. Rogers and Justin H. G. Williams
13. Longitudinal Research on Motor Imitation in Autism, Susan L. Hepburn and Wendy L. Stone
14. Measuring the Development of Motor-Control Processes, Mark Mon-Williams and James R. Tresilian
15. Neuroimaging Self-Other Mapping in Autism, Justin H. G. Williams and Gordon D. Waiter
16. Assessment of Imitation Abilities in Autism: Conceptual and Methodological Issues, Isabel M. Smith, Crystal Lowe-Pearce, and Shana L. Nichols
17. The Effect of Motor Disorders on Imitation in Children, Deborah Dewey and Shauna Bottos
18. Conclusion, Bruce F. Pennington, Justin H. G. Williams, and Sally J. Rogers Contributors: hauna Bottos, BA, Behavioral Research Unit, Alberta Children's Hospital, Calgary, Alberta, Canada
Malinda Carpenter, PhD, Department of Developmental and Comparative Psychology, Max Planck Institute for Evolutionary Anthropology, Leipzig, Germany
Tony Charman, PhD, Behavioral and Brain Sciences Unit, Institute of Child Health, University College London, London, United Kingdom
Jean Decety, PhD, Department of Psychology, University of Chicago, Chicago, Illinois
Deborah Dewey, PhD, Department of Pediatrics, University of Calgary, Calgary, Alberta, Canada; Behavioral Research Unit, Alberta Children's Hospital, Calgary, Alberta, Canada
Cheryl Dissanayake, PhD, School of Psychological Science, LaTrobe University, Melbourne, Victoria, Australia
Juan Carlos Gómez, PhD, School of Psychology, University of St. Andrews, Fife, Scotland
Susan L. Hepburn, PhD, Center for Autism and Developmental Disorders Research, Department of Psychiatry, University of Colorado Health Sciences Center, Denver, Colorado
Peter Hobson, PhD, CPsychol, FRCPsych, Developmental Psychopathology Research Unit, Tavistock Clinic, London, United Kingdom; Institute of Child Health, University College London, London, United Kingdom
Eva Loth, PhD, Social, Genetic and Developmental Psychiatry Centre, Institute of Psychiatry, King's College London, London, United Kingdom
Crystal Lowe-Pearce, MA, Department of Psychology, Dalhousie University, Halifax, Nova Scotia, Canada
Elise Frank Masur, PhD, Department of Psychology, Northern Illinois University, DeKalb, Illinois
Daniel N. McIntosh, PhD, Department of Psychology, University of Denver, Denver, Colorado
Jessica Meyer, PhD, Developmental Psychopathology Research Unit, Tavistock Clinic, London, United Kingdom; Institute of Child Health, University College London, London, United Kingdom
Mark Mon-Williams, PhD, DOpt, MCOptom, School of Psychology, University of Aberdeen, Aberdeen, Scotland
Eric J. Moody, BS, Department of Psychology, University of Denver, Denver, Colorado
Jacqueline Nadel, PhD, Laboratory of Vulnerability, Adaptation, and Psychopathology, Pierre & Marie Curie University, Paris, France; Hôpital de La Salpêtrière, Paris, France
Shana L. Nichols, PhD, North Shore-Long Island Jewish Health System, Bethpage, New York
Mark Nielsen, PhD, School of Psychology, University of Queensland, St. Lucia, Queensland, Australia
Bruce F. Pennington, PhD, Department of Psychology, University of Denver, Denver, Colorado
Sally J. Rogers, PhD, MIND Institute and Department of Psychiatry and Behavioral Sciences, University of California, Davis, California
Isabel M. Smith, PhD, Department of Pediatrics and Psychology, Dalhousie University and IWK Health Centre, Halifax, Nova Scotia, Canada; Services for Children with Autism and Related Disorders, IWK Health Centre, Halifax, Nova Scotia, Canada
Wendy L. Stone, PhD, The Treatment and Research Institute for Autism Spectrum Disorders, Center for Child Development, Vanderbilt Children's Hospital, Nashville, Tennessee
Thomas Suddendorf, PhD, School of Psychology, University of Queensland, St. Lucia, Queensland, Australia
James R. Tresilian, PhD, Perception and Motor Systems Laboratory, School of Human Movement Studies, University of Queensland, St. Lucia, Queensland, Australia
Gordon D. Waiter, PhD, CSci, MIPEM, CPhys, MInstP, Department of Radiology, University of Aberdeen Medical School, Aberdeen, Scotland
Andrew Whiten, FBPsS, FrSE, FBA, School of Psychology, University of St. Andrews, Fife, Scotland
Justin H. G. Williams, MRCPsych, Department of Child Health, University of Aberdeen Medical School, Aberdeen, Scotland About the Editors: Sally J. Rogers, PhD, MIND Institute and Department of Psychiatry and Behavioral Sciences, University of California, Davis, and Justin H. G. Williams, MRCPsych, Department of Child Health, University of Aberdeen Medical School, Aberdeen, Scotland |
