▁than ▁the ▁observed ▁( in correct ) ▁response ▁( Top - Right , ▁Top - Left ), ▁similar ▁to ▁M elt zo ff ' s ▁" re - en act ment " ▁parad ig m . ▁When ▁given ▁an ▁opportunity ▁to ▁respond , ▁ 3 - year ▁old s ▁generated ▁the ▁intended ▁( i . e ., ▁correct ) ▁sequence ▁( Exp . ▁ 3 .) ▁ 3 - year ▁old ' s ▁success ▁in ▁the ▁goal ▁em ulation ▁condition ▁ex cludes ▁the ▁possibility ▁that ▁ 3 - year ▁old s ' ▁motor - sp atial ▁im itation ▁problem ▁is ▁due ▁to ▁difficulty ▁vic ari ously ▁learning ▁( i . e ., ▁because ▁of ▁a ▁lack ▁of ▁interest , ▁failure ▁to ▁attend , ▁problems ▁infer ring ▁goals , ▁etc .) ▁a ▁novel ▁spatial ▁rule ▁from ▁a ▁model . ▁Children ' s ▁success ▁in ▁the ▁goal ▁em ulation ▁condition ▁shows ▁that ▁social ▁learning ▁may ▁be ▁achieved ▁by ▁social ▁reasoning ▁( in fer ring ▁goals ) ▁and ▁caus al ▁infer ences ▁( error ▁detection ), ▁independently ▁of ▁any ▁domain - specific ▁im itation ▁learning ▁mechanism . ▁ ▁To ▁further ▁explore ▁this ▁dis soci ation ▁between ▁cogn itive - ▁and ▁motor - sp atial ▁im itation ▁Sub ia ul ▁and ▁colle agues ▁conducted ▁a ▁large - scale ▁cross - section al , ▁within - subject ▁study ▁with ▁pr esch ool ers ▁( 2 – 6 ▁years ) ▁using ▁the ▁same ▁two ▁tasks : ▁cogn itive ▁( item - specific ) ▁and ▁motor - sp atial ▁(