Rees N S
J Speech Hear Disord. 1975 Aug;40(3):339-50. doi: 10.1044/jshd.4003.339.
The relationship between imitation and language learning is of both theoretical and clinical interest. While current psycholinguistic accounts give imitation only a limited role in language learning, learning theorists and others continue to refer to imitation as a major factor in the child's acquisition of language. Clinicians deal with imitation in modeling procedures as well as in counseling parents about how to promote children's language development. A review of theory and research on the nature and development of imitation reveals wide variation in terminology, definitions, and explanations. The clinical use of imitation procedures have greater significance for the acquisition of communication skills than for the development of linguistic structure.
模仿与语言学习之间的关系在理论和临床方面都颇受关注。尽管当前的心理语言学观点认为模仿在语言学习中所起的作用有限，但学习理论家及其他一些人仍继续将模仿视为儿童习得语言的一个主要因素。临床医生在示范程序中会涉及模仿，同时也会就如何促进儿童语言发展向家长提供咨询。对模仿的本质和发展的理论及研究进行回顾后发现，在术语、定义和解释方面存在很大差异。模仿程序的临床应用对沟通技能的习得比对语言结构的发展具有更大的意义。
