Peer imitation by toddlers in laboratory, home, and day-care contexts: Implications for social learning and memory.

Hanna, Elizabeth, Meltzoff, Andrew N.·1993·Developmental Psychology
DOI 10.1037//0012-1649.29.4.701

Abstract

Three experiments examined peer imitation with 14- to 18-month-old infants. In Experiment 1, infants saw a trained 14-month-old ("expert peer") perform specific actions on 5 objects. Imitation from memory was tested after a 5-min delay. In Experiment 2, the infants observed an expert peer in the laboratory, and retention and imitation were tested in the home (change of context) after a 2-day delay. In Experiment 3, a peer demonstrated target acts at a day care, and after a 2-day delay infants were tested in their homes. Results from all 3 experiments showed significant imitation compared with controls. The experiments demonstrate social learning from peers during infancy and also provide the first evidence for infant imitation from memory across a change in context.

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Cited by (14)

  1. Imitation performance in toddlers with autism and those with other developmental disorders
    Rogers, Sally J., Hepburn, Susan L., Stackhouse, Tracy, Wehner, Elizabeth · 2003 · Journal of Child Psychology and Psychiatry
  2. Imitation, memory, and the representation of persons
    Meltzoff, Andrew N., Keith Moore, M. · 1994 · Infant Behavior and Development
  3. Television and DVD/Video Viewing in Children Younger Than 2 Years
    Zimmerman, Frederick J., Christakis, Dimitri A., Meltzoff, Andrew N. · 2007 · Archives of Pediatrics & Adolescent Medicine
  4. Developmental changes in imitation from television during infancy
    Barr, Rachel, Hayne, Harlene · 1999 · Child Development
  5. Untitled work
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CoChat. (2026). Citation check: Peer imitation by toddlers in laboratory, home, and day-care contexts: Implications for social learning and memory. https://app.cochat.ai/papers/10.1037//0012-1649.29.4.701
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Hanna, E., & Meltzoff, A. N. (1993). Peer imitation by toddlers in laboratory, home, and day-care contexts: Implications for social learning and memory. Developmental Psychology. https://doi.org/10.1037//0012-1649.29.4.701

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