Abstract: How do infants in the initial state view the human behaviors similar as their own? And how do they interpret the external behaviors and internal perceptions of others? Based on the challenge to the traditional theory of “solipsism”, Meltzoff and his colleagues conducted series of research, and explained the above queries through the framework of “like me”. This hypothesis showing that infants already have a sense of “it is like me” at the very beginning of social interactions. Focusing on the experimental evidences of theoretical hypothesis and influencing factors on the “like me”, this review generalizes the components and development approaches of the hypothesis, and the inspirations it given to our educational practices. The fundamental view of the “like me” hypothesis is that infants can interpret the others as their owns which having the similar mental state by means of the recognition of self–other equivalences. Thus, it provides infants with an interpretive framework for understanding the behaviors they observed. In this regard, infants are given rise to perceiving the structure congruence between the actions performed by others they saw and their owns, comprehending goal–directed action of others, and guiding their own subsequent actions by “grabbing” the interactive information of others. Perceiving the same agent as “like me” is a social primitive. These primordial experiences are accomplished by a combination of action representation, first–person experience and understanding of other minds. Under interaction of these three components, infants can inspect their own acts–as–felts or acts–as–seen in others via observation and imitation, and thus to form a self-other mapping. Distinguishing the informations from exteroception (perception of others) and proprioception (perception of self) can be achieved by the system of action representation. Moreover, infants can also interpret other person's intentions, desires or objectives according to their own actions and experiences.These three essential components composed the infant’s initial state and also becomes an intrinsic power propelling the human infants forward into an increasingly adultlike world. Concerning two social learning mechanisms that based on the “like me” cognition, gaze following and imitation illuminate meaningful functions of bidirectional learning which involves the perception and production to the development of social cognition with human infancy. In recent years, although, different researchers have come to different views about the initial state of social cognition, almost all studies acknowledge the positive role of bidirectional learning in children's development. Therefore, in order to promote the development of social cognitive abilities, our educators should build up the learning environments to help the young children with imitation and observation. By supporting children in learning how to observe with the first-person perspective and how to align themselves with others in the same mental perspectives is more likely to form a feeling of “likeness” between their partners. By constructing the mentalized classrooms based on “like me”, it makes possible for young children to learn more effectively from the dual perspective of “educator” and “learner” in the future.

Key words: infant, “like me”, imitation, first person experience, other minds, social cognition

摘要： “似我”指婴儿借助“我他对等”的认识解读他人行为、意图和心理状态，并通过他人间的互动信息推断和调整自身行为。具体表现在：婴儿能够识别出他人的模仿，能够理解他人的感知，以及提取他人的互动信息。将他人视为“似我”，需依赖动作表征、第一人称体验以及理解他人意图的作用。“似我”假说肯定了模仿与把握他人心理状态以及建立社交互动的关系，促使研究者认识到与他人保持“心理视角”的一致对提升儿童共情能力的价值，凸显了心智化课堂对学习效果的推动作用。

关键词: 婴儿, “似我”, 模仿, 第一人称体验, 他心, 社会认知