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It is important to understand the mechanisms that underlie children's propensity to copy others, and how these processes change over ontogeny. In this paper we explore the particular properties of child-directed demonstrations that could matter for supporting action imitation at 18 months, and how the value of child-directed communication might change between 18 months and two years of age. We first ask if children's attentional allocation can account for their failure to learn from observation at 18 months, and their success at two years of age. We next explore if child-directed contexts facilitate learning at 18 months because they contain information that is explicitly marked as being for the child, or because they more generally mark information as worthy of communication.
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