Push or Pull: Imitation vs. Emulation in Great Apes and Human Children

By Claudio Tennie, J. Call, Michael Tomasello. 2006

166 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/c18d62e85b2a4a2bf06d34c9772d4c58f05b4d20

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

In Social Psychology

Citations in the corpus

A Computational Model of Social-Learning Mechanisms (2009, methodology): “Young children and apes are able to both imitate and emulate, but utilize the different strategies to different extents (Tennie, Call, & Tomasello, 2006; Want & Harris, 2002; Whiten et al., 2004).”
Ratcheting up the ratchet: on the evolution of cumulative culture (2009, background): “Hopper et al. (2007) argue that the chimpanzees in their study were not using emulation learning because they failed to learn in a condition in which the box simply operated itself (called a ghost condition; Heyes & Ray 2000; see also Tennie et al. 2006).”
Experimental studies of traditions and underlying transmission processes in chimpanzees (2007, background): “Only one previous study using a ghost condition has been completed for nonhuman primates (Tennie et al. 2006), even though primatology has been a particularly prominent context for discussions about the role of object movements in social learning (Whiten et al.”
Robots Show Us How to Teach Them: Feedback from Robots Shapes Tutoring Behavior during Action Learning (2014, methodology): “To test the effect of the robot’s replication behavior (turn-based feedback) (H2), the robot replicated the observed action according to the two main ways of replicating a movement in human children and apes: imitation and emulation [22].”
Human Culture in Evolutionary Perspective (2010, background): “…apes would have learned the same thing if they had simply observed the box opening itself in a particular way without any demonstrator, and indeed Tennie, Call, and Tomasello ( 2006 ) found no difference in learning between individuals exposed to this so-called ghost control and those exposed to…”