Can conditioned responses be established in the newborn infant: 1971?

Sameroff, Arnold J.

doi:10.1037/h0031065

Cited by 61 publications

(31 citation statements)

References 50 publications

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“…First, Hebb's (1946) observations of primate fear in response to the strange or discrepant are relevant to the description of the "defensive reaction." Sameroff (1971) has also reviewed evidence suggesting that the infant's initial defensive reactions to auditory stimulation habituate over repeated presentations to an orientation reaction. Berlyne (1960) has presented numerous studies documenting the tendency of organisms to approach novel stimulation, and Schneirla (1959) reviewed both comparative and developmental data to support the proposition that "low intensities of stimulation tend to evoke approach reactions, high intensities withdrawal reactions with reference to the source [p.…”

Section: An Arousal-safety Model Of Laughtermentioning

confidence: 99%

“…Under these circumstances, the individual may attempt to escape from the situation. If the person cannot escape, he may attack the stimulus in an attempt to remove it or show freezing, crying, and distress that may be labeled by others as fear (the "Defensive Reaction"; Sameroff, 1971;Sokolov, 1963). Sroufe and Wunsch (1972) reported that when an infant cried, he tended to pull back and turn away from the stimulus; when laughter occurred, the infant maintained a positive orientation to the stimulus.…”

Section: An Arousal-safety Model Of Laughtermentioning

confidence: 99%

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Laughter in young children.

Rothbart¹

1973

Psychological Bulletin

142

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Research studies of laughter in children are reviewed, and a model describing eliciting conditions for laughter and related behavior is described. Following Spencer (1860), Berlyne (I960), and others, it is proposed that laughter occurs after conditions of heightened tension or arousal when at the same time there is a judgment that the situation is safe or inconsequential. The special case of laughter to discrepant or incongruous stimulation is described in detail, and it is suggested that laughter serves the function of signaling to a caretaker that a given stimulus is within the child's tolerable limits of arousal.

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Section: An Arousal-safety Model Of Laughtermentioning

confidence: 99%

Section: An Arousal-safety Model Of Laughtermentioning

confidence: 99%

Laughter in young children.

Rothbart¹

1973

Psychological Bulletin

142

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“…This suggests that early training was detrimental to later learning for these young monkeys. Harlow (1959) Research with human infants pertinent to this question was conducted by Papousek and initially reported in the late 1960s (see Papousek, 1977;and Sameroff, 1971). Infants were conditioned to turn their heads in response to auditory stimuli-turn one way to the sound of a bell and the other way to the sound of a buzzer.…”

Section: Consequences Of Early Learning On Later Learningmentioning

confidence: 99%

The role of immaturity in human development.

Bjorklund¹

1997

Psychological Bulletin

316

186

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The possibility that infants' and young children's immature behaviors and cognitions are sometimes adaptive is explored and interpreted in terms of evolutionary theory. It is argued that developmental immaturity had an adaptive role in evolution and continues to have an adaptive role in human development. The role of developmental retardation in human evolution is discussed, followed by an examination of the relation between humans' extended childhood and brain plasticity. Behavioral neoteny, as exemplified by play, is examined, as are some potentially adaptive aspects of infants' perception and cognition that limit the amount of information they can process. Aspects of immature cognition during early childhood that may have some contemporaneous adaptive value are also discussed. It is proposed that viewing immaturity as sometimes adaptive to the developing child alters how children and their development are viewed.Nature wants children to be children before they are men. If we deliberately depart from this order, we shall get premature fruits which are neither ripe nor well flavored and which soon decay. We shall have youthful sages and grown up children. Childhood has ways of seeing, thinking, and feeling, peculiar to itself; nothing can be more foolish than to substitute our ways for them.-Jean Jacques RousseauPeople understandably tend to see development as being progressive: from immature and inefficient structures and functions to mature and efficient ones. Early, immature forms are seen as "unfinished" and incomplete versions of the adult; the child is a "work in progress." From this viewpoint, immaturity is a necessary evil, something that people must get through on their way to adulthood, where the "real show of humanity emerges on stage" (L. Thomas, 1993, p. 175). This is not an unreasonable view. A prolonged period of youth is necessary for humans. Humans, more than any other species, must survive by their wits; human communities are more complex and diverse than those of any other species, and this requires that they have not only a flexible intelligence to learn the conventions of their societies but also a long time to learn them. But the species's physical and cognitive development need not progress synchronously. Their prolonged bodily development could in theory be accompanied by rapid cognitive and social development. This would result in a physically dependent child who has the intellectual and social wherewithal to master the ways of the world.Portions of this article were presented at

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“…In the USA, Lipsitt (1966) on conditioning and that of others concluded that the human newborn definitely is a learning organism. Sameroff (1971), in a more recent review of the conditioning literature concluded that the growing evidence points to the fact that, while operant conditioning is feasible with the newborn, classical conditioning does not become effective until the infant is three weeks old or older. For the most part, conditioning experiments have used as response measures, changes in already existing behavior patterns.…”

Section: The Infant's Capabilities At Birthmentioning

confidence: 96%

Early stimulation and maternal care as related to infant capabilities and individual differences†

Korner

1973

Early Child Development and Care

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Can conditioned responses be established in the newborn infant: 1971?

Cited by 61 publications

References 50 publications

Laughter in young children.

Laughter in young children.

The role of immaturity in human development.

Early stimulation and maternal care as related to infant capabilities and individual differences†

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