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the repetition by one voice of a melody, phrase, or motive stated earlier in the composition by a different voice

: the quality of an object in possessing some of the nature or attributes of a transcendent idea

: the assumption of behavior observed in other individuals

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Imitation is crucial for proper development of social and communicative skills. Here, we argue that, based on an error analysis of a behavioral imitation task, adult Asperger and high-functioning autistic subjects suffer from an intriguing deficit of imitation: they lack the natural preference for imitation in a mirror-image fashion.

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Perner (1991) argues that the ability of infants to recognize themselves is also underpinned by secondary representations. Since the early seventies, the principal tool for assessing mirror self-recognition in preverbal individuals is what is often referred to as the ‘mark test

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EX - Hair ,yawning,

Learn buy Observing such as gym, talking , movement

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LEARN FASTER Using Mirror Neurons (The Power of Imitation)

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Responses taught with a mirror were acquired more quickly than responses taught without the mirror and were maintained after the mirror was removed. These data indicate that a mirror can facilitate acquisition of motor imitation.

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Abstract

We evaluated the efficacy of a procedure that incorporated a mirror to teach gross motor imitation with a 2-year-old boy who had been diagnosed with autistic disorder. Responses taught with a mirror were acquired more quickly than responses taught without the mirror and were maintained after the mirror was removed. These data indicate that a mirror can facilitate acquisition of motor imitation.

Keywords: autism; mirror; motor imitation; skill acquisition.

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national center for biotechnology information

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Do mirrors facilitate acquisition of motor imitation in children diagnosed with autism? - PubMed

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We evaluated the efficacy of a procedure that incorporated a mirror to teach gross motor imitation with a 2-year-old boy who had been diagnosed with autistic disorder. Responses taught with a mirror were acquired more quickly than responses taught without the mirror and were maintained after the mir ...

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we identify it as having conscious knowledge of our own character, feelings and desires, and being able to imagine how others might perceive us

-I bet you looked in a mirror this morning.  Regardless of whether you liked what you saw, you recognized yourself.

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I bet you looked in a mirror this morning. Regardless of whether you liked what you saw, you recognized yourself. You understood that there was not another person in the bathroom, copying you.

You passed the Mark Test, or the Mirror Test. You demonstrated self awareness.

So how exactly does a species demonstrate that they have self awareness?

In humans, we identify it as having conscious knowledge of our own character, feelings and desires, and being able to imagine how others might perceive us. It also means having self conscious emotions like pride or shame. We use our words to communicate these thoughts to each other.

In the wider animal kingdom, the bar is lowered because it's seemingly impossible to measure what animals think and feel. Instead, we look for signs that they recognize they exist separately from other animals and the environment.

The best way to determine this scientifically is with the mirror test." -Turner, 10 Animals with Self Awareness

Not all animals pass this test. You may have seen your dog barking at his reflection, or your cat hissing at hers. Giant pandas have failed, as have sea lions. And it's arguable that this mark test can actually measure self awareness-an extremely variable and difficult marker to test, especially with species who process the world differently, and communicate differently, than humans. A good exception to the mirror test is the giraffe-Giraffes do not like to make eye contact, and therefore always fail the mirror test...they won't look at their reflection, and we cannot measure their self awareness this way.

How does the test go? Essentially, an animal is unknowingly marked with a dot on their body and then shown their reflection in a mirror. If they can touch the spot on their own body, instead of the reflection, they may be demonstrating self awareness. If the animal acts with familiarity or some other form of awareness they may realize that they are looking at themselves, such as adjusting their body to view the mark, or to try to remove the mark. Orcas and great apes have passed, and as of recent, Giant Manta Rays.

Devil Rays are the first fish to have passed the mirror test, but they may not be the only fish to have self awareness. When presented with mirrors, the rays made passes by the mirror, blowing bubbles and in general displaying friendly behavior and not behavior that would suggest the introduction of another ray to the space.

Manta Rays have the largest brain of fish, and exhibit behavior that humans can't explain (like breaching)-which may raise a greater question. Is the test we are administering to measure self awareness broad enough? Or are we limited by our lack of recognizing the self awareness of other specifies in their specific ways?

here's looking at you,

xmerbabe

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I bet you looked in a mirror this morning. Regardless of whether you liked what you saw, you recognized yourself. You understood that there was not another person in the bathroom, copying you. You passed the Mark Test, or the Mirror Test. You demonstrated self awareness.

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It is real !!!! Used on Humans , Animals 

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It is real !!!! Used on Humans , Animals 

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Mirror test is a behavioral technique, that was developed in 1970 by an American psychologist.

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Little boy learns many things about self in mirror

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the reflection in the mirror is them, not another animal. Only a handful of non human animals have passed, including orcas, chimps, and magpies.

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self awareness

Self worth

ID features

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GROSS MOTOR- Clapping hands, tapping shoulders, stomping feet, raise hand, cover ears, catch a ball,

Fine motor – hold a spoon, ripping paper, Coin in bank, blowing bubbles, peeling tape off table, stacking Legos or blocks.

Others:

·        Facial expressions

·        washing face

·        putting deodorant on

·        brush hair

·         emotions

·        Teeth brushing

·        Bathing (loofa)

·        Whipping

·        Shirt on / pants on

·        Clean and dirty (mirror colored on or water to clean off )

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Differentiation (from birth)

Immediately after birth, infants demonstrate a sense of their own body as a differentiated entity: an entity among other entities in the environment (Rochan, 2003). They can differentiate the self from the non-self. A newborn knows there is a difference between his image and the background images in a mirror and between his or her environment. Another sign of differentiation occurs when infants contact objects by reaching for them. The infant recognizes the difference between himself and the environment and also gains a sense of how his body is situated relative to that environment (Krisch, 2021).

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Children begin to recognize themselves during the second year of life as they gain a sense of self separate from their primary caregiver. In a classic experiment by Lewis and Brooks (1978), children 9 to 24 months were placed in front of a mirror after a spot of rouge was placed on their nose and their mothers pretended to wipe something off the child’s face. If the child reacted by touching their nose rather than the “baby” in the mirror, it suggested that the child recognized the reflection as him or herself. Lewis and Brooks found that somewhere between 15 and 24 months, most infants developed a sense of self-awareness.[1]

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Stage 2 – Situation (by 2 months)

In addition to differentiation, infants at this stage can also situate themselves in relation to a person. In one experiment, infants imitated tongue orientation from an adult model.

Stage 3 – Identification (by 2 years)

At this stage, the more common definition of self-awareness comes into play, where infants can identify themselves in a mirror through the "rouge test" and begin to use language to refer to themselves. Between the ages of 18 months and 2 years, children learn that the image in the mirror is not only distinct from the rest of the environment (Level 1) and not only distinct from the in-mirror environment (Level 2), but a representation of themselves (Level 3, “identification”). At 18 months, an infant will reach for a mark painted on her body, using only the image in the mirror as an indication that something on herself is amiss (Kirsch, 2021).

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Stage 4 – Permanence (2 - 3 years)

This stage occurs after infancy when children know that their sense of self exists across time and space. Rochan describes the permanence state as the “Me-But-Not-Me” dilemma. As toddlers journey towards full self-awareness, they identify the image in the mirror as “self” but still frequently revert to seeing the image as an odd third-person version of self. That can be hard to grasp (and a bit terrifying to imagine) (Kirsch, 2021). It is important to note that Stage 4 permanence develops slowly. Infants still oscillate between an awareness of the self and an awareness of seeing someone else facing them (Rochat 2003).

Stage 5 – (4 to 5 years) Self-consciousness or meta-self-awareness

In stage 5, the young child first realizes that the image in the mirror is not just “me” (Level 3) and not just “me” permanently (Level 4) but the “me” that everyone else sees. 4-year-olds often respond to this realization by becoming mirror-shy, hiding their faces whenever they see their reflections. Now that they know what everyone else sees, they are unsettled (Kirsch, 2021).

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We've heard the phrase Learning is doing and doing is learning. But have you considered that learning is also copying?! Growing up, many of us learned to do the tasks we do today from watching others and copying them. For me, I know how to make some of my grandma's famous recipes because I watched her do it and copied what she did!

This same principle also falls into a Verbal Operant category known as Imitation. Most are familiar with the word Imitation and its definition is very similar in ABA language:

Imitation and Echoics

If you have read our Echoics entry with the Verbal Operants series, you may be asking how these two work together. Echoics are a form of imitation for verbal or vocal responses whereas imitation includes motor movements as well. Imitation of motor movements are important when teaching sign language, responding to others, as well as understanding skills around them. When an individual learns to imitate, they also learn to learn without direct instruction!!

Imitation in ABA

Like other ABA programs, with imitation we start with simple, small skills. For example, a program may start with a simple finger movement and build upon that until reaching writing skills. Additionally, we have the opportunity to intertwine multiple areas into imitation! We may be addressing fine motor skills (pinching, small finger movements, writing, etc.), gross motor skills (whole body movements, play skills, etc.), or even adaptive living behaviors such as washing hands, cooking, and more. Imitation is a very important foundational skill that opens up many opportunities for our learners, including essential social skills to carry into their everyday life!

We often hear our therapist saying "Do this!" when working on imitation skills. Such as "do this (clapping)" and the kiddo responding with a clap. Building these skills not only works to increase different motor movements or words, but also works to help a child mimic others within their natural environment.

If we can teach imitation skills, a child is more likely to generalize these skills into their home setting where they gain more skills by watching siblings or parents!

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We've heard the phrase Learning is doing and doing is learning. But have you considered that learning is also copying?! Keep reading to find out how!