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Young children not only need to learn how to perform isolated actions, but also coordinated actions such as using a knife and fork. This paper reports an experiment comparing children’s tendency to imitate multiple, coordinated actions following demonstration by a single model acting bimanually (Bimanual Observation condition), two models performing the same actions jointly with one performing each hand action (Joint Observation condition) and a condition in which the child actively takes part in the joint action demonstration by performing one role in coordination with a partner (Joint Action condition). When children were subsequently left alone to perform the task independently, they were more likely to imitate both coordinated actions in the two observation conditions than in the Joint Action condition, with no difference between performance in Bimanual and Joint Observation conditions. It is argued that this is due to children being more able to form a global representation of both actions and the relations between the two when observing from a distance than when actively involved in the task, when self-other distinction is required to keep the two roles apart and avoid interference from the other.

幼儿不仅需要学习如何完成孤立动作，还需掌握协同动作，例如使用刀叉这类日常协同操作。本论文报道了一项对比实验，旨在探究幼儿在三种不同示范条件下模仿多组协同动作的倾向：第一种为单个示范者采用双手协同动作完成示范的双手协同示范观察条件（Bimanual Observation condition）；第二种为两名示范者协同完成同一套动作，一人负责对应单手动作的联合示范观察条件（Joint Observation condition）；第三种为幼儿主动参与联合动作示范，与搭档配合完成其中一种角色的联合动作参与条件（Joint Action condition）。当后续让幼儿独立完成该任务时，相较于联合动作参与条件，两种示范观察条件下的幼儿更倾向于模仿全部协同动作；且双手协同示范观察条件与联合示范观察条件下的幼儿表现并无显著差异。研究认为，这一结果源于幼儿在远距离观察时，相比主动参与任务时，能够更有效地构建两套动作及其间关联的整体表征；而在主动参与任务时，幼儿需要进行自我-他人区分以区分两个角色、避免来自搭档的动作干扰，因此难以形成完整的整体动作表征。