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1 A Fresh Look at Imitation in Language Learning.- 1.1 A Brief Overview of This Book.- 1.2 The "New Look" for Imitation.- 1.2.1 Imitation: A Complex Behavior.- 1.2.2 Imitation and Observational Learning.- 1.2.3 Child and Adult Imitation.- 1.2.4 Multiple Dimensions of Imitation.- 1.2.4.1 Time Interval Between the Model and the Imitation.- 1.2.4.2 Accuracy of the Match Between Model and Reproduction.- 1.2.5 Developmental Changes in Imitation.- 1.2.6 Biological Foundations of Imitation.- 1.2.7 Sources of Individual Differences in Imitativeness and Imitation Skill.- 1.2.8 Verbal Imitativeness and Language Acquisition Rate.- 1.2.9 Imitation and Memory.- 1.3 Specific Contributions of Children's Imitations to the Children's Language Growth.- 1.3.1 The Past.- 1.3.2 The Future.- 1.4 Specific Contributions of Adult Imitations to Children's Language Growth.- 1.5 The Need for Differentiation: Intents, Processes, and Impacts.- 1.6 A Final Word.- Acknowledgment.- References.- 2 On Linking Nonverbal Imitation, Representation, and Language Learning in the First Two Years of Life.- 2.1 Deferred Imitation: A Statement of the Problem.- 2.2 Deferred Imitation of Object-Related Acts in 1- to 2-Year-Old Infants.- 2.3 Deferred Imitation in 9-Month-Old Infants.- 2.4 Long Term Memory and Imitation: Novel Acts and Multiple Stimuli.- 2.5 Newborn Imitation of Primary Actions: Roots of Sociality, Reciprocity, and Communication.- 2.6 Connections Among Deferred Imitation, Representation, and Language Learning.- 2.6.1 Deferred Imitation as a Mechanism for Language Learning.- 2.6.2 Deferred Imitation and Piagetian Theory.- 2.7 On Characterizing the Cognitive-Linguistic Transition at 18 Months of Age: The Shift FromEmpirical RepresentationstoHypothetical Representations.- 2.7.1 Representation and Language at 18 Months.- 2.7.2 Representation, Imitation, and Symbolic Play at 18 Months.- 2.8 Summary and Conclusion.- Acknowledgments.- References.- 3 Individual and Dyadic Patterns of Imitation: Cognitive and Social Aspects.- 3.1 Introduction.- 3.1.1 Nonverbal Imitation.- 3.1.2 Language Imitation.- 3.2 Method.- 3.2.1 Participants and Procedure.- 3.2.2 Transcription and Coding.- 3.3 Results and Discussion.- 3.3.1 Mothers' and Infants' Spontaneous Imitation.- 3.3.2 Vocal and Verbal Imitation.- 3.3.3 Individual and Dyadic Patterns of Vocal and Verbal Imitation.- 3.3.4 Social and Cognitive Functions of Vocal and Verbal Imitation.- 3.4 Conclusion.- Acknowledgments.- References.- 4 Imitativeness: A Trait or a Skill?.- 4.1 The Study.- 4.1.1 Data Collection.- 4.1.2 Coding.- 4.2 Results.- 4.2.1 Frequency of Imitations.- 4.2.2 Interrelations Among Types of Imitations.- 4.2.3 Imitations at 14 and 20 Months.- 4.2.4 Imitativeness and Language Development.- 4.2.5 Performance on Articulation Task.- 4.3 Conclusion.- Acknowledgments.- References.- 5 Imitation in Mother-Child Conversations: A Focus on the Mother.- 5.1 Imitation in Early Interactions.- 5.2 Method.- 5.2.1 Subjects.- 5.2.2 Procedure.- 5.2.3 Coding.- 5.2.3.1 Self-Repetition.- 5.2.3.2 Pragmatic Functions.- 5.3 Results.- 5.3.1 Prevalence of Specific Imitation Categories.- 5.3.2 Correlation Between Maternal Imitation and Child Language.- 5.3.3 Relationship Between Mother and Child Imitation.- 5.3.4 Pragmatic Function of Maternal Imitation.- 5.4 Discussion.- 5.5 Interaction and Conversation.- Acknowledgments.- References.- 6 Bidirectional Effects of Imitation and Repetition in Conversation: A Synthesis Within a Cognitive Model.- 6.1 Introduction.- 6.1.1 Repetitive Sequences in Conversation.- 6.2 Language as a Cognitive Process.- 6.2.1 Development of Automatic Processing Procedures.- 6.3 Imitation and Repetition in Conversation.- 6.3.1 Sources of Imitation and Repetition: Priming and Rote.- 6.3.2 Adult Self-Repetition.- 6.3.3 Children's Imitations.- 6.4 The Developmental Nature of Children's Imitation.- 6.5 The Issue of Negative Evidence.- 6.6 Summary.- Acknowledgments.- References.- 7 Imitation: A Bootstrap for Learning

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