Sentence examples for imitation task from inspiring English sources

The first ANOVA repeated measures contrast analysis directed at posterior alpha power revealed a main effect of Task reflecting stronger alpha desynchronization during the imitation task as compared to the detection task, F 1, 13) = 14.9, p<.01.

Effects in mu frequency power at electrodes C3/C4 are presented in the right panel of Figure 2. As on posterior electrodes, stronger overall desynchronization was found in the imitation task as compared to the detection task, reflected by a main effect of Task, F 1, 13) = 26.9, p<.001.

Furthermore, a main effect of Task was found, indicating that both mu and alpha were more strongly desynchronized in the imitation task than in the detection task, F 1, 13) = 18.8, p<.001.

The topographical distribution of this effect is shown in the bottom right of Figure 2. A trend towards stronger desynchronization during pauses of the imitation task than in the detection task was found, as reflected by the interaction between Period and Task, F 1, 13) = 4.0 p = .066.066

This paper develops a general policy for learning the relevant features of an imitation task.

We examined infants' ability to generalize effective actions in an imitation task.

Infants' concurrent performances on visual attention tasks were linked; however, no association was found between their performances on imitation tasks.

Importantly, infants' behaviors on the visual attention tasks predicted their performance on the imitation tasks at 14 months.

We reasoned that if selective imitation of goal-directed actions reflects understanding of intentions, infants should demonstrate stability across perceptually and causally dissimilar imitation tasks.

The primary goal was to investigate whether infants' performances on visual attention and imitation tasks that have been designed to tap understanding of intentional actions were interrelated.

This study examined the relationship between joint attention ability and oromotor imitation skill in three groups of young children with and without Autism Spectrum Disorder using both nonverbal oral and verbal motor imitation tasks.