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6-, 10-, and 12-month-olds remember complex dynamic events across 2 weeks. J Exp Child Psychol 2023; 229:105627. [PMID: 36696740 DOI: 10.1016/j.jecp.2023.105627] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/19/2022] [Revised: 12/22/2022] [Accepted: 01/03/2023] [Indexed: 01/24/2023]
Abstract
Whereas infants' ability to remember simple static material (e.g., pictures) has been documented extensively, we know surprisingly little about infants' memory of dynamic events (i.e., events unfolding in time) in the first year after birth. Although there is evidence to suggest that infants show some kind of sensitivity toward complex dynamic events (i.e., events involving agents and a storyline) as indicated by visual engagement in the first year after birth, 16- to 18-month-olds are hitherto the youngest infants documented to remember such material. Using a visual paired-comparison (VPC) task, in Experiment 1 we examined 6-, 10-, and 12-month-olds' (N = 108) ability to encode and remember cartoons involving complex dynamic events across 2 weeks. Results showed that all age groups remembered these cartoons. To investigate further the role of a complex storyline, in Experiment 2 we assessed the memory of 107 infants of the same age groups for similar cartoons but without coherent storyline information by scrambling the temporal presentation of the information in the cartoons. The results showed that the two youngest age groups did not remember this version. To our knowledge, this is the first experiment to document memory for such complex material in young infants using VPC.
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Cuevas K, Sheya A. Ontogenesis of learning and memory: Biopsychosocial and dynamical systems perspectives. Dev Psychobiol 2018; 61:402-415. [PMID: 30575962 DOI: 10.1002/dev.21817] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/09/2018] [Revised: 10/12/2018] [Accepted: 10/31/2018] [Indexed: 12/16/2022]
Abstract
In this article, we review recent empirical and theoretical work on infant memory development, highlighting future directions for the field. We consider the state of the field since Carolyn Rovee-Collier's call for developmental scientists to "shift the focus from what to why," emphasizing the function of infant behavior and the value of integrating fractionized, highly specialized subfields. We discuss functional approaches of early learning and memory, including ecological models of memory development and relevant empirical work in human and non-human organisms. Ontogenetic changes in learning and memory occur in developing biological systems, which are embedded in broader socio-cultural contexts with shifting ecological demands that are in part determined by the infants themselves. We incorporate biopsychosocial and dynamical systems perspectives as we analyze the state of the field's integration of multiple areas of specialization to provide more holistic understanding of the contributing factors and underlying mechanisms of the development of memory.
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Affiliation(s)
- Kimberly Cuevas
- Department of Psychological Sciences, University of Connecticut, Waterbury, Connecticut
| | - Adam Sheya
- Department of Psychological Sciences, University of Connecticut, Storrs, Connecticut
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Koch FS, Sundqvist A, Herbert J, Tjus T, Heimann M. Changes in infant visual attention when observing repeated actions. Infant Behav Dev 2018; 50:189-197. [PMID: 29407428 DOI: 10.1016/j.infbeh.2018.01.003] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/05/2017] [Revised: 01/19/2018] [Accepted: 01/20/2018] [Indexed: 11/17/2022]
Abstract
Infants' early visual preferences for faces, and their observational learning abilities, are well-established in the literature. The current study examines how infants' attention changes as they become increasingly familiar with a person and the actions that person is demonstrating. The looking patterns of 12- (n = 61) and 16-month-old infants (n = 29) were tracked while they watched videos of an adult presenting novel actions with four different objects three times. A face-to-action ratio in visual attention was calculated for each repetition and summarized as a mean across all videos. The face-to-action ratio increased with each action repetition, indicating that there was an increase in attention to the face relative to the action each additional time the action was demonstrated. Infant's prior familiarity with the object used was related to face-to-action ratio in 12-month-olds and initial looking behavior was related to face-to-action ratio in the whole sample. Prior familiarity with the presenter, and infant gender and age, were not related to face-to-action ratio. This study has theoretical implications for face preference and action observations in dynamic contexts.
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Affiliation(s)
- Felix-Sebastian Koch
- Infant and Child Lab, Department of Behavioural Sciences and Learning, Linköping University, Sweden.
| | - Anett Sundqvist
- Infant and Child Lab, Department of Behavioural Sciences and Learning, Linköping University, Sweden
| | - Jane Herbert
- School of Psychology, University of Wollongong, Australia
| | - Tomas Tjus
- Department of Psychology, University of Gothenburg, Sweden
| | - Mikael Heimann
- Infant and Child Lab, Department of Behavioural Sciences and Learning, Linköping University, Sweden
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Dickerson K, Gerhardstein P, Moser A. The Role of the Human Mirror Neuron System in Supporting Communication in a Digital World. Front Psychol 2017; 8:698. [PMID: 28553240 PMCID: PMC5427119 DOI: 10.3389/fpsyg.2017.00698] [Citation(s) in RCA: 44] [Impact Index Per Article: 6.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/24/2016] [Accepted: 04/21/2017] [Indexed: 11/13/2022] Open
Abstract
Humans use both verbal and non-verbal communication to interact with others and their environment and increasingly these interactions are occurring in a digital medium. Whether live or digital, learning to communicate requires overcoming the correspondence problem: There is no direct mapping, or correspondence between perceived and self-produced signals. Reconciliation of the differences between perceived and produced actions, including linguistic actions, is difficult and requires integration across multiple modalities and neuro-cognitive networks. Recent work on the neural substrates of social learning suggests that there may be a common mechanism underlying the perception-production cycle for verbal and non-verbal communication. The purpose of this paper is to review evidence supporting the link between verbal and non-verbal communications, and to extend the hMNS literature by proposing that recent advances in communication technology, which at times have had deleterious effects on behavioral and perceptual performance, may disrupt the success of the hMNS in supporting social interactions because these technologies are virtual and spatiotemporal distributed nature.
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Affiliation(s)
- Kelly Dickerson
- U.S. Army Research Laboratory, Human Research and Engineering, AberdeenMD, USA
| | | | - Alecia Moser
- Department of Psychology, Binghamton University, BinghamtonNY, USA
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Hirte M, Graf F, Kim Z, Knopf M. What three-year-olds remember from their past. INTERNATIONAL JOURNAL OF BEHAVIORAL DEVELOPMENT 2017. [DOI: 10.1177/0165025416634469] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
From birth on, infants show long-term recognition memory for persons. Furthermore, infants from six months onwards are able to store and retrieve demonstrated actions over long-term intervals in deferred imitation tasks. Thus, information about the model demonstrating the object-related actions is stored and recognition memory for the objects as well as memory for the actions is retrieved. To study the development of long-term retention for different memory contents systematically, the present study investigated the recognition of person- and object-related information as well as the retention of actions in two samples of three-year-olds who had participated in a deferred imitation task at either nine or 18 months of age. Results showed that three-year-olds who had participated at nine months of age retained actions in a re-enactment task; however, they neither indicated person- nor object-recognition in a picture-choice task (recognition task). Children who had participated at 18 months of age demonstrated person- and object-recognition but no re-enactment at three years of age. Findings are discussed against the background of memory development from a preverbal to a verbal age and in regard to the characteristics of the recognition vs re-enactment tasks and the stimuli used.
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Affiliation(s)
| | - Frauke Graf
- Goethe University, Frankfurt am Main, Germany
| | - Ziyon Kim
- Goethe University, Frankfurt am Main, Germany
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Taylor G, Liu H, Herbert JS. The role of verbal labels on flexible memory retrieval at 12-months of age. Infant Behav Dev 2016; 45:11-17. [PMID: 27564220 DOI: 10.1016/j.infbeh.2016.08.002] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/05/2015] [Revised: 07/25/2016] [Accepted: 08/14/2016] [Indexed: 11/29/2022]
Abstract
The provision of verbal labels enhances 12-month-old infants' memory flexibility across a form change in a puppet imitation task (Herbert, 2011), although the mechanisms for this effect remain unclear. Here we investigate whether verbal labels can scaffold flexible memory retrieval when task difficulty increases and consider the mechanism responsible for the effect of language cues on early memory flexibility. Twelve-month-old infants were provided with English, Chinese, or empty language cues during a difficult imitation task, a combined change in the puppet's colour and form at the test (Hayne et al., 1997). Imitation performance by infants in the English language condition only exceeded baseline performance after the 10-min delay. Thus, verbal labels facilitated flexible memory retrieval on this task. There were no correlations between infants' language comprehension and imitation performance. Thus, it is likely that verbal labels facilitate both attention and categorisation during encoding and retrieval.
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Affiliation(s)
- Gemma Taylor
- Department of Psychology, Lancaster University, Lancaster, LA1 4YF, UK
| | - Hao Liu
- Graduate School of Education, University of Pennsylvania, USA
| | - Jane S Herbert
- Department of Psychology, University of Sheffield, Sheffield, S10 2TN, UK; School of Psychology, University of Wollongong, Wollongong, 2522, Australia.
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Sonne T, Kingo OS, Krøjgaard P. Empty Looks or Paying Attention? Exploring Infants' Visual Behavior during Encoding of an Elicited Imitation Task. INFANCY 2016. [DOI: 10.1111/infa.12141] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Affiliation(s)
- Trine Sonne
- Department of Psychology and Behavioral Sciences; Aarhus University
| | - Osman S. Kingo
- Department of Psychology and Behavioral Sciences; Aarhus University
| | - Peter Krøjgaard
- Department of Psychology and Behavioral Sciences; Aarhus University
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Kirkorian HL, Lavigne HJ, Hanson KG, Troseth GL, Demers LB, Anderson DR. Video Deficit in Toddlers’ Object Retrieval: What Eye Movements Reveal About Online Cognition. INFANCY 2015. [DOI: 10.1111/infa.12102] [Citation(s) in RCA: 20] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Affiliation(s)
| | | | | | | | - Lindsay B. Demers
- Psychological and Brain Sciences University of Massachusetts‐Amherst
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Taylor G, Hipp D, Moser A, Dickerson K, Gerhardstein P. The development of contour processing: evidence from physiology and psychophysics. Front Psychol 2014; 5:719. [PMID: 25071681 PMCID: PMC4085732 DOI: 10.3389/fpsyg.2014.00719] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/03/2014] [Accepted: 06/21/2014] [Indexed: 11/24/2022] Open
Abstract
Object perception and pattern vision depend fundamentally upon the extraction of contours from the visual environment. In adulthood, contour or edge-level processing is supported by the Gestalt heuristics of proximity, collinearity, and closure. Less is known, however, about the developmental trajectory of contour detection and contour integration. Within the physiology of the visual system, long-range horizontal connections in V1 and V2 are the likely candidates for implementing these heuristics. While post-mortem anatomical studies of human infants suggest that horizontal interconnections reach maturity by the second year of life, psychophysical research with infants and children suggests a considerably more protracted development. In the present review, data from infancy to adulthood will be discussed in order to track the development of contour detection and integration. The goal of this review is thus to integrate the development of contour detection and integration with research regarding the development of underlying neural circuitry. We conclude that the ontogeny of this system is best characterized as a developmentally extended period of associative acquisition whereby horizontal connectivity becomes functional over longer and longer distances, thus becoming able to effectively integrate over greater spans of visual space.
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Affiliation(s)
- Gemma Taylor
- Department of Psychology, Binghamton University, State University of New York Binghamton, NY, USA
| | - Daniel Hipp
- Department of Psychology, Binghamton University, State University of New York Binghamton, NY, USA
| | - Alecia Moser
- Department of Psychology, Binghamton University, State University of New York Binghamton, NY, USA
| | - Kelly Dickerson
- US Army Research Laboratory, Department of the Army, RDRL-HRS-D, Aberdeen Proving Grounds MD, USA
| | - Peter Gerhardstein
- Department of Psychology, Binghamton University, State University of New York Binghamton, NY, USA
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