RESUMEN

In the present study, we examined how an initial being imitated (BIm) strategy affected the development of initiating joint attention (IJA) among a group of children newly diagnosed with autism spectrum disorder (ASD). One group received 3 months of BIm followed by 12 months of intensive behavior treatment (IBT) which equaled treatment as usual whereas a second group received IBT for the entire 15-month study period. We utilized two measures of IJA: an eye gaze and a gesture score (point and show). IJA did not change during the first 3 months of treatment, nor were any significant between-group differences noted. However, at the end of the 15-month-long intervention period, the BIm group used eye gaze significantly more often to initiate joint attention. No significant change was noted for the gesture score. These results suggest that an early implementation of a being imitated strategy might be useful as less resource intensive but beneficial "start-up" intervention when combined with IBT treatment as a follow-up.

RESUMEN

Detecting relationships between our own actions and the subsequent actions of others is critical for our social behavior. Self-actions differ from those of others in terms of action kinematics, body identity, and feedback timing. Thus, the detection of social contingency between self-actions and those of others requires comparison and integration of these three dimensions. Neuroimaging studies have highlighted the role of the frontotemporal network in action representation, but the role of each node and their relationships are still controversial. Here, we conducted a functional MRI experiment to test the hypothesis that the lateral prefrontal cortex and lateral occipito-temporal cortex are critical for the integration processes for social contingency. Twenty-four adults performed right finger gestures and then observed them as feedback. We manipulated three parameters of visual feedback: action kinematics (same or different gestures), body identity (self or other), and feedback timing (simultaneous or delayed). Three-way interactions of these factors were observed in the left inferior and middle frontal gyrus (IFG/MFG). These areas were active when self-actions were directly fed back in real-time (i.e., the condition causing a sense of agency), and when participants observed gestures performed by others after a short delay (i.e., the condition causing social contingency). In contrast, the left extrastriate body area (EBA) was sensitive to the concordance of action kinematics regardless of body identity or feedback timing. Body identity × feedback timing interactions were observed in regions including the superior parietal lobule (SPL). An effective connectivity analysis supported the model wherein experimental parameters modulated connections from the occipital cortex to the IFG/MFG via the EBA and SPL. These results suggest that both social contingency and the sense of agency are achieved by hierarchical processing that begins with simple concordance coding in the left EBA, leading to the complex coding of social relevance in the left IFG/MFG.

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RESUMEN

En el ámbito de la Psicología del Desarrollo, la imitación infantil ha sido un tema ampliamente estudiado, fundamentalmente, por su vinculación con la capacidad simbólica. Sin embargo, en los últimos 50 años su abordaje teórico y metodológico se ha diversificado profundamente. Se ha provocado un giro en cómo conceptualizar la imitación, desde un enfoque individual que destaca su valor en el desarrollo cognitivo y simbólico, hasta uno que entiende que la imitación infantil y los efectos de ser imitado están estrechamente vinculados con el desarrollo de las habilidades sociales y de la comunicación. El presente artículo recorre este giro partiendo de una breve presentación de la perspectiva de la imitación en la teoría piagetiana, la cual destaca el valor epigenético de esta capacidad en la formación simbólica del niño. Luego, se sintetizan los resultados obtenidos en los estudios sobre imitación neonatal, imitación en interacciones espontáneas adulto-bebé, interacciones entre pares y los efectos de ser imitado. En conjunto, estos datos permitieron reconceptualizar la capacidad de imitación, destacando su aspecto social y su función en el establecimiento de las primeras conexiones interpersonales entre el bebé y sus congéneres. Con vistas a construir una teoría integradora, se propone concebir a ambos enfoques como complementarios y entender a la imitación como una actividad que permite establecer coincidencias interpersonales, las cuales generan algún tipo de encuentro intersubjetivo que sirve para vehiculizar distintas funciones de acuerdo al contexto de interacción.

Infant imitation is a controversial topic that has been widely studied in the field of developmental psychology. In the last decades, since Piagetian theory of infant imitation, the research on it has been revolutionized. This article intends to review a set of studies on imitation in early infancy that have caused a change in the understanding of this phenomenon. In this review, Piaget's description of the development of imitation and its relationship to symbolic formation are set as a starting point. Piaget's theory has made an essential contribution to the study of imitation: it highlights its importance in development of symbolic function; it stimulated the realization of numerous longitudinal studies, promoted the development of techniques and observation systems for its evaluation in psychology labs, and led to the generation of different assessment scales of psycho-motor child development. However, experimental studies that demonstrated the ability of imitation in newborns have questioned Piagetian developmental theory of imitation and they revolutionized the understanding of the phenomenon. Data on neonatal imitation, which have received different theoretical interpretations, bring out that certain intra and intersensory coordination exist from the first month of life; that the capacity for imitation is selective; that its sequence of development is different from that proposed by Piaget and shows different evolutionary paths depending on the act in question. Beyond experimental studies, early imitation has also been studied in natural contexts. The data show that during the first two years of life, imitation is a frequent pattern of social interaction between adult and baby, providing a pleasant experience to both participants. In that context, imitation is not only bi-directional, but it is the adult who imitated more frequently. Such data suggest that the ability to imitate actions does not appear in development as a product of an exclusively individual process; but, on the contrary, is a capacity that gradually emerges in the context of social patterns of baby-adult reciprocity as a result of the communicative intentions of the latter. Also, imitation is an important relationship tool when the participants interacting are similar in age. There are several studies showing that young children use imitation as a basic way to interact and develop social and communication links between them, as well as to coordinate playful actions. Finally, experimental studies on the effects of being imitated indicate that adult imitation facilitates social interaction with the baby during the first two years of life. It causes greater visual attention from the baby, and more frequent smiles than a spontaneous interaction. Even it has been observed that babies are able to monitor adult imitation, testing it by modulating their behavior (for example, sudden stops or sudden changes in the direction of their behavior). Data from studies on neonatal imitation, spontaneous imitation in adult-baby interactions, peer interactions and the effects of being imitated have allowed reconceptualizing imitation, highlighting the social aspect and its role in the establishment of the first interpersonal connections between the baby and its congeners. All these new empirical evidence highlights the value of imitation in the establishment of social interactions in the early years of a child´s life, beyond their cognitive function of accommodation. In order to construct an integrative theory of imitation, it is proposed to conceive imitation as a matching activity through which emerges a social engagement that might serve to convey different functions according to the context of social interaction. It is suggested to carry out new longitudinal studies that investigate the contexts of interaction in which imitation events emerge, as well as the integration of the results of neurocognitive studies and Comparative Psychology.

RESUMEN

There is evidence that "being imitated" has social effects, and that the imitation of the child's actions may be used as a strategy to promote social engagement in children with autism spectrum disorder (ASD). The observation of someone that imitates us recruits, indeed, neural areas involved in social cognition. We reviewed studies exploring the behavioral consequences of "being imitated" in children with ASD. We aimed at assessing what are the social skills targeted by this strategy, and the factors that may improve the response. The "being imitated" strategy improves social gazes, proximal social behaviors, and play skills, particularly in children with low developmental level, and also when the strategy is implemented by children's mothers. The "being imitated" may be used as a tool in early intervention to improve social skills, helping to assess the effects of intervention at both behavioral and neural level.

RESUMEN

Detection of the contingency between one's own behavior and consequent social events is important for normal social development, and impaired contingency detection may be a cause of autism spectrum disorder (ASD). To depict the neural underpinnings of this contingency effect, 19 adults with ASD and 22 control participants underwent functional MRI while imitating another's actions and their actions being imitated by the other. As the extrastriate body area (EBA) receives efference copies of one's own movements, we predicted that the EBA would show an atypical response during contingency detection in ASD. We manipulated two factors: the congruency of the executed and observed actions, and the order of action execution and observation. Both groups showed the congruency effect in the bilateral EBA during imitation. When action preceded observation, the left EBA of the control group showed the congruency effect, representing the response to being imitated, indicating contingency detection. The ASD group showed a reduced contingency effect in the left EBA. These results indicate that the function of the EBA in the contingency detection is altered in ASD.

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