The Effect of Repetition on Infants' Imitation From Picture Books Varying in Iconicity

Simcock, Gabrielle and DeLoache, Judy S. (2008) The Effect of Repetition on Infants' Imitation From Picture Books Varying in Iconicity. Infancy, 13 6: 687-697. doi:10.1080/15250000802459102

Author Simcock, Gabrielle
DeLoache, Judy S.
Title The Effect of Repetition on Infants' Imitation From Picture Books Varying in Iconicity
Journal name Infancy   Check publisher's open access policy
ISSN 1525-0008
Publication date 2008-11-01
Year available 2008
Sub-type Article (original research)
DOI 10.1080/15250000802459102
Open Access Status Not yet assessed
Volume 13
Issue 6
Start page 687
End page 697
Total pages 11
Editor Richard N. Aslin
Place of publication Philadelphia, PA, United States
Publisher Lawrence Erlbaum Associates
Language eng
Subject C1
170102 Developmental Psychology and Ageing
970117 Expanding Knowledge in Psychology and Cognitive Sciences
Abstract Although picture-book reading is commonplace during infancy, little is known about the impact of this activity on learning. A previous study showed that 18- and 24-month-olds imitated a novel action sequence presented in a book that was illustrated with realistic color photos, whereas they failed to imitate from books illustrated with less realistic drawings. In the research reported here, we hypothesized that increasing infants' exposure to a picture book would increase learning from books illustrated with both color photos and drawings. Independent groups of 18- and 24-month-olds were exposed to a picture book either twice in succession or 4 times in succession. The results showed that, regardless of the iconicity of the illustrations, increasing the number of reading sessions significantly improved the infants' imitation scores, compared to age-matched, no-demonstration controls. The results are discussed in relation to representational insight and cognitive flexibility.
Keyword Age-related-changes
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: 2009 Higher Education Research Data Collection
School of Psychology Publications
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Citation counts: TR Web of Science Citation Count  Cited 19 times in Thomson Reuters Web of Science Article | Citations
Scopus Citation Count Cited 21 times in Scopus Article | Citations
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Created: Wed, 08 Apr 2009, 21:13:05 EST by Lucy O'Brien on behalf of School of Psychology