Infant memory: Cues, contexts, categories, and lists

Rovee‐Collier, Carolyn; Gulya, Michelle

doi:10.1016/s0079-7421(00)80029-8

Cited by 9 publications

(6 citation statements)

References 115 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Learmonth et al (2004) suggested that "bridled generalization" may be an optimal solution for young infants, who do not yet have more sophisticated means of determining which situations are appropriate for generalization and which are not. Thus, the detection of specific details that differ between learning and test stimuli may inhibit generalization for young infants (Rovee-Collier & Gulya, 2000). Forgetting reduces the likelihood that specific differences will be detected, leading to increasing generalization over increasing retention intervals (Butler & Rovee-Collier, 1989;Rovee-Collier & Sullivan, 1980).…”

Section: Discussionmentioning

confidence: 99%

The Effect of Learning Experiences and Context on Infant Imitation and Generalization

Jones

Herbert

2008

Infancy

View full text Add to dashboard Cite

Over the first years of life, infants gradually develop the ability to retrieve their memories across cue and contextual changes. Whereas maturational factors drive some of these developments in memory ability, experiences occurring within the learning event may also impact infants' ability to retrieve memories in new situations. In 2 experiments we examined whether it was possible to facilitate 12‐month‐old infants' generalization of learning in the deferred imitation paradigm by varying experiences before or during the demonstration session, or during the retention interval. In Experiment 1, altering the length, timing, or variability of training had no impact on generalization; infants showed a low, but consistent level of memory retrieval. In Experiment 2, infants who experienced a unique context for encoding and retrieval exhibited generalization; infants who experienced the context prior to the demonstration session, or during the retention interval, did not. Specificity is a robust feature of infant memory and is not substantially altered by encoding experiences in an observational learning paradigm. Previous history with a learning environment can, however, impact the flexibility of memory retrieval.

show abstract

Section: Discussionmentioning

confidence: 99%

The Effect of Learning Experiences and Context on Infant Imitation and Generalization

Jones

Herbert

2008

Infancy

View full text Add to dashboard Cite

show abstract

“…Experiment 2 provides another avenue for assessing the conditions under which infants discriminate faces engaged in dynamic activities and for evaluating the attentional salience hypothesis. Consistent with research traditions in the areas of concept formation, categorization, and invariant detection, presenting multiple exemplars of a category, opportunities for variable training, or information that is invariant across transformation has been found to facilitate attention, habituation, learning, and memory of information that is common or invariant across presentations and to facilitate generalization across aspects that vary, for both infants and adults (e.g., Bomba & Siqueland, 1983; Gibson,1969; Hayne, 1996; Mandler, 1998; Mervis & Rosch, 1981; Needham, Dueker, & Lockhead, 2005; Quinn, 1987; Rovee-Collier & Gulya, 2000). For example, Needham et al (2005) found that infants required three exemplars to form a category, and variability in the exemplar set was necessary.…”

Section: Methodsmentioning

confidence: 99%

Infant discrimination of faces in naturalistic events: Actions are more salient than faces.

Bahrick

Newell

2008

Developmental Psychology

View full text Add to dashboard Cite

Despite the fact that faces are typically seen in the context of dynamic events, there is little research on infants' perception of moving faces. L. E. Bahrick, L. J. Gogate, and I. Ruiz (2002) demonstrated that 5-month-old infants discriminate and remember repetitive actions but not the faces of the women performing the actions. The present research tested an attentional salience explanation for these findings: that dynamic faces are discriminable to infants, but more salient actions compete for attention. Results demonstrated that 5-month-old infants discriminated faces in the context of actions when they had longer familiarization time (Experiment 1) and following habituation to a single person performing 3 different activities (Experiment 2). Further, 7-month-old infants who have had more experience with social events also discriminated faces in the context of actions. Overall, however, discrimination of actions was more robust and occurred earlier in processing time than discrimination of dynamic faces. These findings support an attentional salience hypothesis and indicate that faces are not special in the context of actions in early infancy.

show abstract

“…Although it appears obvious that infants must remember information over the long term if they are to recognize objects and acquire language and musical knowledge, it took considerable refinement of conditioning and preference measurement techniques to refute the view of a few decades ago that infant memory did not last longer than a few minutes (Bahrick, Hernandez‐Reif & Pickens, 1997; Bahrick & Pickens, 1995; Courage & Howe, 1998, 2001; Rovee Collier & Gulya, 2000; Spence, 1996). Following studies by Jusczyk and Hohne (1997), Saffran et al (2000) and Spence (1996), we employed a head turn preference procedure in which infants control how long they listen to each sound stimulus by their looking behaviour.…”

Section: Introductionmentioning

confidence: 99%

Long‐term memory for music: infants remember tempo and timbre

Trainor

Tsang

2004

Developmental Science

101

View full text Add to dashboard Cite

We show that infants' long-term memory representations for melodies are not just reduced to the structural features of relative pitches and durations, but contain surface or performance tempo- and timbre-specific information. Using a head turn preference procedure, we found that after a one week exposure to an old English folk song, infants preferred to listen to a novel folk song, indicating that they remembered the familiarized melody. However, if the tempo (25% faster or slower) or instrument timbre (harp vs. piano) of the familiarized melody was changed at test, infants showed no preference, indicating that they remembered the specific tempo and timbre of the melodies. The results are consistent with an exemplar-based model of memory in infancy rather than one in which structural features are extracted and performance features forgotten.

show abstract

Infant memory: Cues, contexts, categories, and lists

Cited by 9 publications

References 115 publications

The Effect of Learning Experiences and Context on Infant Imitation and Generalization

The Effect of Learning Experiences and Context on Infant Imitation and Generalization

Infant discrimination of faces in naturalistic events: Actions are more salient than faces.

Long‐term memory for music: infants remember tempo and timbre

Contact Info

Product

Resources

About