A longitudinal study of predictive relations between imitation and cognitive abilities in 12-, 18-, and 24-month-olds

Abstract

Imitation is a fundamental mechanism of cultural learning, but its underlying cognitive mechanisms remain highly debated. For example, nativist accounts argue that imitation is based on domain-specific learning mechanisms, but empiricist accounts argue that it is based on domain-general learning mechanisms. The present longitudinal study investigated the interplay between imitation and general cognitive abilities across the second year of life. A sample of 143 German children was tested at 12, 18, and 24 months of age. Imitation was measured using the Frankfurt Imitation Test, and cognitive development was measured using the Cognitive Scale of the Bayley Scales of Infant and Toddler Development III. Cross-lagged panel modeling was employed to examine bidirectional associations between imitation behavior and cognitive abilities. Results indicated moderate stability in cognitive abilities across measurements, whereas imitation behavior showed no temporal stability. Critically, cognitive abilities at 18 months significantly predicted imitation at 24 months, but no reverse effects were found. Overall, the findings provide limited and non-systematic support for a predictive relationship between domain-general cognitive abilities and imitation. Although the observed predictive effect is consistent with empiricist accounts emphasizing general learning mechanisms, the lack of significant associations across measurement time points suggests that imitation may not be linked solely to general cognitive development. These results highlight the importance of considering both domain-general and domain-specific contributions to imitation and underscore the need for future research to systematically control for cognitive developmental status when investigating early social-cognitive abilities.