Infants' long‐term memory for a serial list: Recognition and reactivation

Gulya, Michelle; Galluccio, Lissa; Wilk, Amy; Rovee‐Collier, Carolyn

doi:10.1002/dev.1011

Cited by 10 publications

(3 citation statements)

References 42 publications

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“…For example, one study presented 7‐month‐old infants with a sequence of three faces and found that after a short delay, infants recognized the faces presented first and last, but not the face presented in the middle of the sequence. Other studies have demonstrated long‐term memory serial position effects in 3‐ and 6‐month‐olds using small visual patterns (Gulya, Sweeney & Rovee‐Collier, ; Gulya, Galluccio, Wilk & Rovee‐Collier, ; Gulya, Rovee‐Collier, Galluccio & Wilk, ). Some research also provides evidence of an enhanced encoding of edges of linguistic stimuli.…”

Section: Introductionmentioning

confidence: 93%

On the edge of language acquisition: inherent constraints on encoding multisyllabic sequences in the neonate brain

Ferry

Fló

Brusini

et al. 2015

Developmental Science

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To understand language, humans must encode information from rapid, sequential streams of syllables - tracking their order and organizing them into words, phrases, and sentences. We used Near-Infrared Spectroscopy (NIRS) to determine whether human neonates are born with the capacity to track the positions of syllables in multisyllabic sequences. After familiarization with a six-syllable sequence, the neonate brain responded to the change (as shown by an increase in oxy-hemoglobin) when the two edge syllables switched positions but not when two middle syllables switched positions (Experiment 1), indicating that they encoded the syllables at the edges of sequences better than those in the middle. Moreover, when a 25 ms pause was inserted between the middle syllables as a segmentation cue, neonates' brains were sensitive to the change (Experiment 2), indicating that subtle cues in speech can signal a boundary, with enhanced encoding of the syllables located at the edges of that boundary. These findings suggest that neonates' brains can encode information from multisyllabic sequences and that this encoding is constrained. Moreover, subtle segmentation cues in a sequence of syllables provide a mechanism with which to accurately encode positional information from longer sequences. Tracking the order of syllables is necessary to understand language and our results suggest that the foundations for this encoding are present at birth.

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Section: Introductionmentioning

confidence: 93%

On the edge of language acquisition: inherent constraints on encoding multisyllabic sequences in the neonate brain

Ferry

Fló

Brusini

et al. 2015

Developmental Science

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“…We have found that a reminder reactivates not only the original memory but also memories that are associated with it by virtue of sharing a common context or cue (Gulya, Galluccio, Wilk, & Rovee‐Collier, ; Shields & Rovee‐Collier, ; Timmons, ). Although acquisition and extinction had occurred in two different physical contexts in Experiment 2a, these two manipulations had also occurred in the same temporal context (Bouton, ).…”

Section: Experiments 2b: Temporally Discrete Extinctionmentioning

confidence: 99%

A dissociation between recognition and reactivation: The renewal effect at 3 months of age

Cuevas

Learmonth

Rovee‐Collier

2015

Developmental Psychobiology

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Extinction allows organisms to adapt to an ever-changing environment. Despite its theoretical and applied significance, extinction has never been systematically studied with human infants. Using the operant mobile task, we examined whether 3-month-olds would exhibit evidence of original learning following extinction. In a recognition paradigm, infants exhibited renewal when tested in the acquisition context (ABA renewal) or a neutral context (ABC and AAB renewal) 1 day following extinction (Experiment 1a) and spontaneous recovery 3 days following extinction (Experiment 1b). In Experiments 2a-2b, we used a reminder paradigm to examine whether the extinguished response could be reinstated after the operant response had been forgotten. We failed, however, to find reinstatement of extinguished responding after spontaneous forgetting, regardless of the reminder and test contexts. We attributed this retention failure to competing responses at test. Although extinguished responding is recovered during infancy, this effect is elusive after the response has been forgotten.

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“…Rose et al (2001) tested infants’ memory for all the items in the list; infants’ memory for the third item, therefore, was tested after their memory for the first and second item had been tested. Gulya, Sweeney, and Rovee-Collier (2001) used a very different procedure and found that when infants were trained to kick their leg to make different mobiles move (thus the “lists” were a series of mobiles presented in sequence on three daily training sessions), 3- and 6-month-old infants’ memory for the mobiles showed position effects after a 1-week delay. The point is that, like adults, infants’ memory for particular items in a study list is influenced by item position in the list.…”

mentioning

confidence: 99%

Infants’ Visual Recognition Memory for a Series of Categorically Related Items

Oakes

Kovack-Lesh

2013

Journal of Cognition and Development

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We examined the interactions between visual recognition memory, working memory, and categorization by examining 6-month-old infants’ (N = 168) memory for individual items in a categorized list (e.g., images of dogs or cats). In Experiments 1 and 2, infants were familiarized with 6 different cats or dogs, presented one at a time on a series of 15-s familiarization trials. When the test occurred immediately after the sixth familiarization trial (Experiment 1), infants showed strong novelty preference for items presented on the fourth or fifth familiarization trial, but not for the items presented on the first three trials or on the sixth trial. When a brief (15-s) retention delay occurred between the end of the sixth trial and the test trials (Experiment 2), memory for the sixth item was enhanced, memory for the fourth item was impaired, and memory for the fifth was unchanged relative to when no retention delay was included. Experiment 3 confirmed that infants can form a memory for the first item presented. These results reveal how factors such as interference and time to consolidate influence infants’ visual recognition memory as they categorize a series of items.

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Infants' long‐term memory for a serial list: Recognition and reactivation

Cited by 10 publications

References 42 publications

On the edge of language acquisition: inherent constraints on encoding multisyllabic sequences in the neonate brain

On the edge of language acquisition: inherent constraints on encoding multisyllabic sequences in the neonate brain

A dissociation between recognition and reactivation: The renewal effect at 3 months of age

Infants’ Visual Recognition Memory for a Series of Categorically Related Items

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