Parton D A
Child Dev. 1976 Mar;47(1):14-31.
Theories of imitation learning are examined regarding their account of how the infant acquires the ability to emit a response which resembles a response previously exhibited by another. Each theory suffers from 1 or more of the following problems: logical inconsistency, incompleteness, and lack of empirical support. 3 of the views (associative thesis, discriminative learning thesis, and acquired value of the relational stimulus of similarity) are not mutually exclusive, and, therefore, they could be included in a theory of learning to imitate. However, none of these learning theses deals with the fact that imitation requires the infant to consistently abstract similar features from stimuli which differ on various dimensions. Hence, consideration is given to the role of cognition in a theory of learning to imitate.
我们考察了模仿学习理论，看它们如何解释婴儿是如何获得发出与他人先前表现出的反应相似的反应的能力的。每种理论都存在以下一个或多个问题：逻辑不一致、不完整以及缺乏实证支持。其中三种观点（联想论点、辨别学习论点以及相似关系刺激的习得价值）并非相互排斥，因此，它们可以纳入模仿学习理论之中。然而，这些学习论点都没有涉及到这样一个事实，即模仿要求婴儿始终如一地从在各个维度上都不同的刺激中抽象出相似特征。因此，我们要考虑认知在模仿学习理论中的作用。
