Instrumental, social, and shared goals and intentions in imitation
By Malinda Carpenter. 2006
89 citations recorded by the source corpus.
View Paper: https://www.semanticscholar.org/paper/6d8c5ea2bb320c727372abc3eb05e49c374e3ca0
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
- Michael Tomasello
- Henrike Moll
- Malinda Carpenter
- J. Call
- M. Planck
- Claudio Tennie
- Harriet Over
- Brooke Ingersoll
Citations in the corpus
- The gap is social: Human shared intentionality and culture (2010, background): “A better controlled investigation of role-reversal skills in chimpanzees was done by Tomasello and Carpenter (2005) with the same three young human-raised chimpanzees which participated in Warneken et al.”
- The Effect of Context on Imitation Skills in Children with Autism. (2008, background): “It is this social motivation that naturally draws typically developing children into imitative interactions (Carpenter, 2006; Ingersoll, Schreibman, & Tran, 2003).”
- The social side of imitation (2013, background): “One of the most important messages that imitation may convey, however, is “I am like you” or, at a group level, “I am one of you” (Carpenter, 2006; Over & Carpenter, 2012a).”
- Ratcheting up the ratchet: on the evolution of cumulative culture (2009, background): “The proposal here, following Carpenter (2006), is that this represents a different and important motivation for social learning that may produce more group conformity.”
- Shared intentionality. (2007, background): “Human infants, in contrast, imitate more readily the actions of others, and they sometimes do this with the apparent motivation not just to solve a task, but rather to demonstrate to the adult that they are 'in tune' about the current situation (Carpenter, 2006; U z giris, 1981).”
- Human Culture in Evolutionary Perspective (2010, background): “The tendency of humans to follow fads and fashions and to conform are well known and well documented, and indeed Carpenter ( 2006 ) argues that this represents a different and important motivation for social learning that may produce qualitatively different behaviors.”