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1.
The concept of spreading activation describes how retrieval of one memory cues retrieval of other memories that are associated with it. This study explored spreading activation in 6‐, 12‐, and 18‐month‐old infants. Infants (n = 144) learned two tasks within the same experimental session; one task, deferred imitation (DI), is typically remembered longer than the other task, visual recognition memory (VRM). At all ages, retrieval of the DI memory facilitated retrieval of the VRM memory, but the conditions under which this spreading activation occurred changed as a function of age. The implications of these findings are discussed in relation to the development of mnemonic networks during infancy and the value of studying infants for our understanding of memory more generally.  相似文献   

2.
84 3-month-olds were tested in 3 studies of the acquisition and long-term retention of category-specific information. Infants who were trained with a perceptibly different member of an alphanumeric category on each of 3 days generalized responding to a novel instance of the original training category but not a novel member of a novel category during a 24-hour novelty test. 2 weeks later, when infants displayed no evidence of remembering their prior training experience, categorization was reinstated if a novel exemplar from the original training category was used as the retrieval cue in a memory reactivation procedure. A novel exemplar from a novel category was not an effective retrieval cue. The effectiveness of the category-specific retrieval cue was a function of its physical similarity to the individual exemplars encountered during training, not testing. The background against which the alphanumeric exemplars were displayed during training was not an effective retrieval cue in either the 24-hour novelty test or the memory reactivation procedure, indicating that all invariant stimulus attributes do not contribute equally as category cues. These data are the first to document retention of category-specific information after extended intervals. A popular account of categorization holds that infants abstract invariant features from individual exemplars and form a schema or distinctive memory representation of these shared features against which subsequent exemplars are compared. The present data provide support for a more parsimonious account of categorization, based on the retrieval of information about individual exemplars, that does not require an assumption of prototype formation.  相似文献   

3.
The specificity of memory retrieval by 3-month-old infants was examined in 3 experiments. All infants were trained in the mobile conjugate reinforcement paradigm to kick their feet to produce movement in an overhead crib mobile and were tested 2 weeks later. 24 hours prior to the test, subjects received a 3-min reminder treatment. The results of Experiment 1 demonstrated that only the moving training mobile alleviated forgetting after the 2-week retention interval; forgetting was not alleviated by exposure to the stationary training mobile or to the mobile stands and ribbon alone. The results of Experiments 2 and 3 demonstrated that, once retrieved, the reactivated memory was highly specific to the conditions of original training. Furthermore, the memory attributes that were the last to be forgotten (e.g., the general or global features) were the first to be retrieved following the reminder treatment. Conversely, those memory attributes that were forgotten first (e.g., the specific or local details) were the last to be retrieved. These findings have important implications for infant memory retrieval, reminiscence, and infantile amnesia.  相似文献   

4.
Fluent conversation requires temporal organization between conversational exchanges. By performing a systematic review and Bayesian multi-level meta-analysis, we map the trajectory of infants’ turn-taking abilities over the course of early development (0 to 70 months). We synthesize the evidence from 26 studies (78 estimates from 429 unique infants, of which at least 152 are female) reporting response latencies in infant–adult dyadic interactions. The data were collected between 1975 and 2019, exclusively in North America and Europe. Infants took on average circa 1 s to respond, and the evidence of changes in response over time was inconclusive. Infants’ response latencies are related to those of their adult conversational partners: an increase of 1 s in adult response latency (e.g., 400 to 1400 ms) would be related to an increase of over 1 s in infant response latency (from 600 to 1857 ms). These results highlight the dynamic reciprocity involved in the temporal organization of turn-taking. Based on these results, we provide recommendations for future avenues of enquiry: studies should analyze how turn-by-turn exchanges develop on a longitudinal timescale, with rich assessment of infants’ linguistic and social development.  相似文献   

5.
This study examined how timing (i.e., relative maturity) and rate (i.e., how quickly infants attain proficiency) of A‐not‐B performance were related to changes in brain activity from age 6 to 12 months. A‐not‐B performance and resting EEG (electroencephalography) were measured monthly from age 6 to 12 months in 28 infants and were modeled using logistic and linear growth curve models. Infants with faster performance rates reached performance milestones earlier. Infants with faster rates of increase in A‐not‐B performance had lower occipital power at 6 months and greater linear increases in occipital power. The results underscore the importance of considering nonlinear change processes for studying infants’ cognitive development as well as how these changes are related to trajectories of EEG power.  相似文献   

6.
Korean‐learning infants’ categorization of two spatial categories, one consistent and one inconsistent with the Korean semantic category of “kkita,” was examined. Infants of 10 months (n = 32) and 18 months (n = 49) were tested on their categorization of containment or tight fit spatial relations. At 10 months, infants only formed a category of containment, but at 18 months, their categorization of tight fit was significantly stronger than containment. The results suggest that Korean infants benefit from their language environment in forming a category of tight fit when the exemplars are perceptually diverse. In particular, infants’ language environment may bolster their ability to generalize across diverse exemplars to form abstract categorical representations of spatial relations.  相似文献   

7.
This study investigated how 4‐month‐old infants represent sequences: Do they track the statistical relations among specific sequence elements (e.g., AB, BC) or do they encode abstract ordinal positions (i.e., B is second)? Infants were habituated to sequences of 4 moving and sounding elements—3 of the elements varied in their ordinal position while the position of 1 target element remained invariant (e.g., A B CD, C B DA)—and then were tested for the detection of changes in the target’s position. Infants detected an ordinal change only when it disrupted the statistical co‐occurrence of elements but not when statistical information was controlled. It is concluded that 4‐month‐olds learn the order of sequence elements by tracking their statistical associations but not their invariant ordinal position.  相似文献   

8.
Individual differences in infant attention are theorized to reflect the speed of information processing and are related to later cognitive abilities (i.e., memory, language, and intelligence). This study provides the first systematic longitudinal analysis of infant attention and early childhood executive function (EF; e.g., working memory, inhibitory control, cognitive flexibility). A group of 5‐month‐olds (n = 201) were classified as short or long lookers. At 24, 36, and 48 months of age, children completed age‐appropriate EF tasks. Infant short lookers (i.e., more efficient information processors) exhibited higher EF throughout early childhood as compared to infant long lookers, even after controlling for verbal ability (a potential indicator of intelligence). These findings are discussed in relation to the emergence of executive attention.  相似文献   

9.
This study examined differences in visual attention as a function of label learning from 6 to 9 months of age. Before and after 3 months of parent‐directed storybook training with computer‐generated novel objects, event‐related potentials and visual fixations were recorded while infants viewed trained and untrained images (n = 23). Relative to a pretraining, a no‐training control group (n = 11), and to infants trained with category‐level labels (e.g., all labeled “Hitchel”), infants trained with individual‐level labels (e.g., “Boris,” “Jamar”) displayed increased visual attention and neural differentiation of objects after training.  相似文献   

10.
Three experiments examined the conditions under which infants acquiring English succeed in mapping novel adjectives, applied ostensively to individual objects, to other objects with the same property (color or texture). Twenty-one-month-old infants were introduced to a target (e.g., a yellow object) and asked to choose between (1) a matching test object (e.g., a different yellow object) and (2) a contrasting test object (e.g., a green object). Infants hearing the target labeled with novel adjectives were more likely than those hearing no novel words to choose the matching test object. Infants also revealed an emerging distinction between novel adjectives and nouns. Finally, infants' expectation regarding the extension of adjectives appears to unfold within the support of a familiar basic-level category. Infants extended novel adjectives to the matching test object when all objects were all drawn from the same basic level category; they failed to do so when the objects were drawn from different basic level categories.  相似文献   

11.
Auditory Context and Memory Retrieval in Young Infants   总被引：1，自引：0，他引：1  
Three-month-old infants were trained to move an overhead crib mobile while 1 of 2 musical selections was played. Retention was assessed 1 or 7 days later in the presence of either the same music or a different musical selection. in Experiment 1, the musical selections were very different (classical versus jazz); in Experiment 2, they were much more similar (two classical pieces). Infants in both experiments displayed 1 day retention regardless of wich music was played during the retention test. At 7 days, retention was seen only when the music played during the retention test matched the training music. These data are consistent with similar findings showing that 3-month-old infants'memory is disrupted at long retention intervals when the context present during retention testing does not match the learning context. As the infant's memory wanes, context appears to function as a necessary cue for the retrieval of acquired expectancies.  相似文献   

12.
Attachment theorists propose that individuals’ internal working models influence their social information processing. This study explored links between attachment representations and social information processing by examining adolescents’ (n = 189; Mage = 16.5 years) attachment‐related memory biases. Participants completed laboratory tasks assessing memory for (a) emotionally salient childhood events, (b) adjectives describing their parents, and (c) generalized parent‐related characteristics not specific to their own parents. As expected, dismissing attachment (assessed using the Adult Attachment Interview) was linked across tasks to a deactivating strategy in which memory for emotional childhood events and attachment‐relevant stimuli was reduced. In contrast, evidence that preoccupied attachment was linked to a hyperactivating strategy in which memory was heightened emerged only in relation to emotional childhood events.  相似文献   

13.
In their everyday communication, parents do not only speak but also sing with their infants. However, it remains unclear whether infants' can discriminate speech from song or prefer one over the other. The present study examined the ability of 6‐ to 10‐month‐old infants (N = 66) from English‐speaking households in London, Ontario, Canada to discriminate between auditory stimuli of native Russian‐speaking and native English‐speaking mothers speaking or singing to their infants. Infants listened significantly longer to the sung stimuli compared to the spoken stimuli. This is the first study to demonstrate that, even in the absence of other multimodal cues, infant listeners are able to discriminate between sung and spoken stimuli, and furthermore, prefer to listen to sung stimuli over spoken stimuli.  相似文献   

14.
Although recent behavioral and neural research indicates that infants represent the body’s structure, how they engage self-representations for action is little understood. This study addressed how the human face becomes a reaching space. Infants (N = 24; 2–11 months) were tested longitudinally approximately every 3 weeks on their ability to reach to a vibrating target placed at different locations on the face. Successful reaches required coordinating skin- and body-based codes for location, a problem known as tactile remapping. Findings suggest that a functional representation of the face is initially fragmented. Infants localized targets in the perioral region before other areas (ears/temples). Additionally, infants predominantly reached ipsilaterally to targets. Collectively, the findings illuminate how the face becomes an integrated sensorimotor space for self-reaching.  相似文献   

15.
In typical development, walk onset is accompanied by increased language growth (e.g., Walle & Campos, 2014). The present study explored whether this relation may be disrupted in the infant siblings of children with autism spectrum disorder (ASD; heightened risk of receiving an ASD diagnosis; HR), a population exhibiting substantial variability in motor and language development (e.g., Gamliel, Yirmiya, & Sigman, 2007; Landa & Garrett-Mayer, 2006). Receptive and expressive language were examined across the transition to walking in three groups of HR infants (no diagnosis, language delay, and ASD; N = 91, 8–18 months) and in infants with no family history of ASD (N = 25; 9–15 months). Only infants with an eventual ASD diagnosis did not show increased language growth following walk onset.  相似文献   

16.
This longitudinal study investigated the effect of experience with tactile stimulation on infants' ability to reach to targets on the body, an important adaptive skill. Infants were provided weekly tactile stimulation on eight body locations from 4 to 8 months of age (N = 11), comparing their ability to reach to the body to infants in a control group who did not receive stimulation (N = 10). Infants who received stimulation were more likely to successfully reach targets on the body than controls by 7 months of age. These findings indicate that tactile stimulation facilitates the development of reaching to the body by allowing infants to explore the sensorimotor correlations emerging from the stimulation.  相似文献   

17.
ABSTRACT— How do people spell the thousands of words at the tips of their tongues? Are words with regular sound‐to‐letter correspondences (e.g., “blink”) spelled using the same neural systems as those with irregular correspondences (e.g., “yacht”)? By offering novel neuroimaging evidence, we aim to advance contemporary debate about whether people use a single lexical memory process or whether dual mechanisms of lexical memory and sublexical phonological rules work in concert. We further aim to advance understanding of how people read by taking a fresh look at the related yet distinct capacity to spell. During functional magnetic resonance imaging scanning, 12 participants heard low‐frequency regular words, irregular words, and nonwords (e.g., “shelm”) and responded whether a visual presentation of the word was spelled correctly or incorrectly. While behavioral measures suggested some differences in accuracy and reaction time for the different word types, the neuroimaging results alone demonstrated robust differential processing and support a dual‐route model of spelling, with implications for how spelling is taught and remediated in clinical and educational contexts.  相似文献   

18.

To be successful in a high-stakes testing situation is desirable for any test taker. It has been found that, beside content knowledge, test-taking behavior, such as risk-taking strategies, motivation, and test anxiety, is important for test performance. The purposes of the present study were to identify and group test takers with similar patterns of test-taking behavior and to explore how these groups differ in terms of background characteristics and test performance in a high-stakes achievement test context. A sample of the Swedish Scholastic Assessment Test test takers (N = 1891) completed a questionnaire measuring their motivation, test anxiety, and risk-taking behavior during the test, as well as background characteristics. A two-step cluster analysis revealed three clusters of test takers with significantly different test-taking behavior profiles: a moderate (n = 741), a calm risk taker (n = 637), and a test anxious risk averse (n = 513) profile. Group difference analyses showed that the calm risk taker profile (i.e., a high degree of risk-taking together with relatively low levels of test anxiety and motivation during the test) was the most successful profile from a test performance perspective, while the test anxious risk averse profile (i.e., a low degree of risk-taking together with high levels of test anxiety and motivation) was the least successful. Informing prospective test takers about these insights can potentially lead to more valid interpretations and inferences based on the test scores.

  相似文献   

19.
This study examined behavioral, heart rate (HR), and event-related potential (ERP) correlates of attention and recognition memory for 4.5-, 6-, and 7.5-month-old infants (N = 45) during stimulus encoding. Attention was utilized as an independent variable using HR measures. The Nc ERP component associated with attention and the late slow wave (LSW) associated with recognition memory were analyzed. The 7.5-month-olds demonstrated a significant reduction in Nc amplitude with stimulus repetition. This reduction in Nc was not found for younger infants. Additionally, infants only demonstrated differential LSW amplitude based on stimulus type on attentive trials as defined by HR changes. These findings indicate that from 4.5 to 7.5 months, infants’ attentional engagement is influenced by an increasingly broader range of stimulus characteristics.  相似文献   

20.
How do children develop associations among number symbols? For Grade 1 children (n = 66, M = 78 months), sequence knowledge (i.e., identify missing numbers) and number comparison (i.e., choose larger number) predicted addition, both concurrently and indirectly at the end of Grade 1. Number ordering (i.e., touch numbers in order) did not predict addition but was predicted by number comparison, suggesting that magnitude associations underlie ordering performance. In contrast, for Grade 2 children (n = 80, M = 90 months), number ordering predicted addition concurrently and at the end of Grade 2; number ordering was predicted by number comparison, sequencing, and inhibitory processing. Development of symbolic number competence involves the hierarchical integration of sequence, magnitude, order, and arithmetic associations.  相似文献   

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