Exploring memory in infancy: deferred imitation and the development of declarative memory

Jones, Emily J. H.; Herbert, John

doi:10.1002/icd.436

Cited by 93 publications

(73 citation statements)

References 52 publications

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“…Consistent with this explanation, some researchers have suggested that infants' memories fail under conditions in which the context or cue is changed because infants bind details of the central cue and the peripheral context into a unitary rather than a relational representation (Jones & Herbert, 2006). Jones and Herbert (2006) suggest that in the absence of mature hippocampal function, young infants fail to weight details of the cue and context in a hierarchical manner, such that small changes to incidental aspects of the environment result in retrieval failure.…”

Section: Retrievalmentioning

confidence: 99%

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Accounting for change in declarative memory: A cognitive neuroscience perspective

Richmond

Nelson

2007

Developmental Review

152

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The medial temporal lobe memory system matures relatively early and supports rudimentary declarative memory in young infants. There is considerable development, however, in the memory processes that underlie declarative memory performance during infancy. Here we consider agerelated changes in encoding, retention, and retrieval in the context of current knowledge about the brain systems that may underlie these memory processes. While changes in infants' encoding may be attributed to rapid myelination during the first year of life, improvements in long-term retention and flexible retrieval are likely due to the prolonged development of the dentate gyrus. Future studies combining measures of brain and behavior are critical in improving our understanding of how brain development drives memory development during infancy and early childhood.

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Section: Retrievalmentioning

confidence: 99%

“…Jones and Herbert (2006) suggest that in the absence of mature hippocampal function, young infants fail to weight details of the cue and context in a hierarchical manner, such that small changes to incidental aspects of the environment result in retrieval failure.…”

Section: Retrievalmentioning

confidence: 99%

Accounting for change in declarative memory: A cognitive neuroscience perspective

Richmond

Nelson

2007

Developmental Review

152

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“…The ability to retrieve memories with cues or in contexts not previously experienced is referred to as representational flexibility (Eichenbaum, 1997), and is considered to be an important hallmark of memory development (for review, see Jones & Herbert, 2006 (Herbert & Hayne, 2000).…”

Section: Language Cues and Imitation Page 4 Of 11mentioning

confidence: 99%

The effect of language cues on infants’ representational flexibility in a deferred imitation task

Herbert

2011

Infant Behavior and Development

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Twelve-and 15-month-old infants who received simple verbal cues at encoding and retrieval exhibited superior representational flexibility on an imitation task compared to infants who did not receive those cues. Verbal cues can help early-verbal infants overcome perceptual dissimilarity and express knowledge in novel situations. The effect of language cues on infants' representational flexibility in a deferred imitation task Jane S. Herbert University of Sheffield, Department of Psychology, Western Bank, Sheffield, South Yorkshire S10 2TN, United Kingdom Disciplines Running head: Language cues and imitation AcknowledgmentsThe author would like to thank Laura Robertson and Harriet Bibbings for assistance with data collection and coding, Harlene Hayne for providing the stimuli, and the infants and parents who participated in this project.

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“…Although very young infants can encode, store and retrieve information, there are considerable developmental changes in learning and memory abilities across the infancy period (for reviews, see Hayne, 2004; Jones & Herbert, 2006). Across paradigms, older infants have been shown to encode information faster (e.g., Barr, Dowden, & Hayne, 1996; Hill, Borovsky, & Rovee-Collier, 1988; Rose, 1983), retain information over a longer duration (e.g., Barr & Hayne, 2000; Herbert, Gross, & Hayne, 2006; Morgan & Hayne, 2006) and reproduce longer multi-step sequences from memory (Barr et al, 1996; Kressley-Mba, Lurg, & Knopf, 2005) than younger infants.…”

Section: Introductionmentioning

confidence: 99%

Infant and adult visual attention during an imitation demonstration

Taylor

Herbert

2013

Developmental Psychobiology

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Deferred imitation tasks have shown that manipulations at encoding can enhance infant learning and memory performance within an age, suggesting that brain maturation alone cannot fully account for all developmental changes in early memory abilities. The present study investigated whether changes in the focus of attention during learning might contribute to improving memory abilities during infancy. Infants aged 6, 9, and 12 months, and an adult comparison group, watched a video of a puppet imitation demonstration while visual behavior was recorded on an eye tracker. Overall, infants spent less time attending to the video than adults, and distributed their gaze more equally across the demonstrator and puppet stimulus. In contrast, adults directed their gaze primarily to the puppet. When infants were tested for their behavioral recall of the target actions, “imitators” were shown to have increased attention to the person and decreased attention to the background compared to “non-imitators.” These results suggest that attention during learning is related to memory outcome and that changes in attention may be one mechanism by which manipulations to the learning event may enhance infant recall memory. © 2013 The Authors. Developmental Psychobiology published by Wiley Periodicals, Inc.

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Exploring memory in infancy: deferred imitation and the development of declarative memory

Cited by 93 publications

References 52 publications

Accounting for change in declarative memory: A cognitive neuroscience perspective

Accounting for change in declarative memory: A cognitive neuroscience perspective

The effect of language cues on infants’ representational flexibility in a deferred imitation task

Infant and adult visual attention during an imitation demonstration

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