"like me" Framework

Fig. 1. ‘Like me’ developmental framework
2.1. Component a: action representation
2.2. Component b: first-person experience
2.3. Component c: understanding other intentional agents
3. Experiment 1: learning tool-use by observing others
3.1. Background
3.2. Empirics
3.3. Implications for theory
4. Experiment 2: understanding others as intentional agents
4.1. Background
4.2. Empirics
4.2.1. Developmental changes in inferences about others’ intentional acts
4.2.2. Persistence and emotions as markers of infants’ intention
4.3. Implications for theory
5. Experiment 3: treating intentional agents as a cause—a call to action
5.1. Background
5.2. Empirics
5.3. Implications for theory
6. Experiment 4: learning acts by perception and strengthening memory by production
6.1. Background
6.2. Empirics
6.2.1. The power of perception
6.2.2. The power of production
6.3. Implications for theory
7. The representation of action in infancy
7.1. A proposal about early action representation
7.2. Analysis of supramodal representation
7.3. Connections among developmental science, cognitive psychology, and neuroscience