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Cuevas K, Adler SA, Barr R, Colombo J, Gerhardstein P, Hayne H, Hunt PS, Richardson R. Commentary on the scientific rigor of Sen and Gredebäck's simulation: Why empirical parameters are necessary to build simulations. Child Dev 2024; 95:331-337. [PMID: 38140889 DOI: 10.1111/cdev.14062] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/16/2022] [Revised: 02/21/2023] [Accepted: 11/25/2023] [Indexed: 12/24/2023]
Affiliation(s)
| | | | - Rachel Barr
- Georgetown University, Washington, District of Columbia, USA
| | | | - Peter Gerhardstein
- Binghamton University, State University of New York, Binghamton, New York, USA
| | | | - Pamela S Hunt
- College of William & Mary, Williamsburg, Virginia, USA
| | - Rick Richardson
- University of New South Wales, Sydney, New South Wales, Australia
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Scales ML, Pathman T. Flexible retrieval of semantic knowledge predicts temporal memory, but not memory for other types of context, in 4-6-year-olds. COGNITIVE DEVELOPMENT 2021. [DOI: 10.1016/j.cogdev.2021.101080] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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Esposito FL, Supèr H. Eye vergence responses to novel and familiar stimuli in young children. Acta Psychol (Amst) 2019; 193:190-196. [PMID: 30654274 PMCID: PMC6365649 DOI: 10.1016/j.actpsy.2019.01.007] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/19/2018] [Revised: 01/07/2019] [Accepted: 01/08/2019] [Indexed: 12/29/2022] Open
Abstract
Eye vergence is the slow movement of both eyes in opposite directions enabling binocular vision. Recently, it was suggested that vergence could be involved in orienting visual attention and memory having a role in cognitive processing of sensory information. In the present study, we assessed whether such vergence responses are observed in early childhood. We measured eye vergence responses in 43 children (12-37 months of age) while looking at novel and repeated object images. Based on previous research, we hypothesized that visual attention and Visual Short-Term Memory (VSMT) would be evidenced by differential vergence responses for both experimental conditions, i.e. repeated (familiar) vs. novel items. The results show that attention related vergence is present in early childhood and that responses to repeated images differ from the ones to novel items. Our current findings suggest that vergence mechanisms could be linking visual attention with short-term memory recognition.
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Affiliation(s)
- Flavia L Esposito
- Department of Cognition, Development and Educational Psychology, Faculty of Psychology, University of Barcelona, Barcelona, Spain
| | - Hans Supèr
- Department of Cognition, Development and Educational Psychology, Faculty of Psychology, University of Barcelona, Barcelona, Spain; Braingaze SL, Mataró, Spain; Neuroscience Institute, University of Barcelona, Barcelona, Spain; Catalan Institution for Research and Advanced Studies (ICREA), Barcelona, Spain.
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Dahl A. The Science of Early Moral Development: on Defining, Constructing, and Studying Morality from Birth. ADVANCES IN CHILD DEVELOPMENT AND BEHAVIOR 2018; 56:1-35. [PMID: 30846044 DOI: 10.1016/bs.acdb.2018.11.001] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
Abstract
The first 4 years of moral development are perhaps the most transformative. Helpless neonates become infants who routinely help and harm others; infants develop into preschoolers who make moral judgments based on moral concerns with welfare. Over the past two decades, there has been tremendous empirical progress, but also theoretical stalemates, in research on early moral development. To advance the field, this chapter argues for providing definitions of key terms, adopting an interactionist and constructivist approach (eschewing the dichotomy between innate and learned characteristics), and combining naturalistic and experimental methods. On this basis, the chapter reviews research on how children's orientations toward helping and harming others develop gradually through everyday social interactions in the early years. In these interactions, children play active roles through initiation, negotiation, protest, and construction. The chapter concludes with key questions for future research on early moral development.
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Affiliation(s)
- Audun Dahl
- University of California, Santa Cruz, CA, United States.
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Reynolds GD, Romano AC. The Development of Attention Systems and Working Memory in Infancy. Front Syst Neurosci 2016; 10:15. [PMID: 26973473 PMCID: PMC4776056 DOI: 10.3389/fnsys.2016.00015] [Citation(s) in RCA: 61] [Impact Index Per Article: 7.6] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/26/2015] [Accepted: 02/08/2016] [Indexed: 11/19/2022] Open
Abstract
In this article, we review research and theory on the development of attention and working memory in infancy using a developmental cognitive neuroscience framework. We begin with a review of studies examining the influence of attention on neural and behavioral correlates of an earlier developing and closely related form of memory (i.e., recognition memory). Findings from studies measuring attention utilizing looking measures, heart rate, and event-related potentials (ERPs) indicate significant developmental change in sustained and selective attention across the infancy period. For example, infants show gains in the magnitude of the attention related response and spend a greater proportion of time engaged in attention with increasing age (Richards and Turner, 2001). Throughout infancy, attention has a significant impact on infant performance on a variety of tasks tapping into recognition memory; however, this approach to examining the influence of infant attention on memory performance has yet to be utilized in research on working memory. In the second half of the article, we review research on working memory in infancy focusing on studies that provide insight into the developmental timing of significant gains in working memory as well as research and theory related to neural systems potentially involved in working memory in early development. We also examine issues related to measuring and distinguishing between working memory and recognition memory in infancy. To conclude, we discuss relations between the development of attention systems and working memory.
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Affiliation(s)
- Greg D. Reynolds
- Developmental Cognitive Neuroscience Laboratory, Department of Psychology, University of TennesseeKnoxville, TN, USA
| | - Alexandra C. Romano
- Developmental Cognitive Neuroscience Laboratory, Department of Psychology, University of TennesseeKnoxville, TN, USA
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Reynolds GD. Infant visual attention and object recognition. Behav Brain Res 2015; 285:34-43. [PMID: 25596333 PMCID: PMC4380660 DOI: 10.1016/j.bbr.2015.01.015] [Citation(s) in RCA: 45] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/02/2014] [Revised: 01/06/2015] [Accepted: 01/08/2015] [Indexed: 11/26/2022]
Abstract
This paper explores the role visual attention plays in the recognition of objects in infancy. Research and theory on the development of infant attention and recognition memory are reviewed in three major sections. The first section reviews some of the major findings and theory emerging from a rich tradition of behavioral research utilizing preferential looking tasks to examine visual attention and recognition memory in infancy. The second section examines research utilizing neural measures of attention and object recognition in infancy as well as research on brain-behavior relations in the early development of attention and recognition memory. The third section addresses potential areas of the brain involved in infant object recognition and visual attention. An integrated synthesis of some of the existing models of the development of visual attention is presented which may account for the observed changes in behavioral and neural measures of visual attention and object recognition that occur across infancy.
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Affiliation(s)
- Greg D Reynolds
- Department of Psychology, University of Tennessee, Knoxville, TN 37996, United States.
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Montirosso R, Tronick E, Morandi F, Ciceri F, Borgatti R. Four-month-old infants' long-term memory for a stressful social event. PLoS One 2013; 8:e82277. [PMID: 24349244 PMCID: PMC3861393 DOI: 10.1371/journal.pone.0082277] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/26/2013] [Accepted: 10/22/2013] [Indexed: 11/19/2022] Open
Abstract
Infants clearly show an early capacity for memory for inanimate emotionally neutral events. However, their memory for social stress events has received far less attention. The aim of the study was to investigate infants' memory for a stressful social event (i.e., maternal unresponsiveness during the Still-Face paradigm) after a 15-day recall interval using changes in behavioral responses and salivary post-stress cortisol reactivity as measures of memory. Thirty-seven infants were exposed to social stress two times (experimental condition); the first time when they were 4 months of age and second exposure after a 2 week interval. Infants in the control condition (N = 37) were exposed to social stress just one time, at the age corresponding to the second exposure for infants in the experimental condition (4 months plus 2 weeks). Given individual differences in infants' reactivity to social stress events, we categorized infants as increasers or decreasers based on their cortisol reactivity after their initial exposure to the stress of the maternal still-face. Infants in the experimental condition, both increasers and decreasers, showed a significant change in cortisol response after the second exposure to the maternal still-face, though change was different for each reactivity group. In contrast, age-matched infants with no prior exposure to the maternal still-face showed similar post-stress cortisol reactivity to the reactivity of the experimental infants at their first exposure. There were no behavioral differences between increasers and decreasers during the Still-Face paradigm and exposures to the social stress. Thus differences between the experimental and control groups' post-stress cortisol reactivity was associated with the experimental group having previous experience with the social stress. These findings indicate long-term memory for social stress in infants as young as 4 months of age.
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Affiliation(s)
- Rosario Montirosso
- Centre 0–3 for the Study of Social Emotional Development of the at Risk Infant, Scientific Institute, IRCCS Eugenio Medea, Bosisio Parini (Lecco), Italy
| | - Ed Tronick
- Department of Psychology, University of Massachusetts, Boston, Massachusetts, United States of America
| | | | - Francesca Ciceri
- Biology Laboratory, Scientific Institute, IRCCS Eugenio Medea, Bosisio Parini (Lecco), Italy
| | - Renato Borgatti
- Centre 0–3 for the Study of Social Emotional Development of the at Risk Infant, Scientific Institute, IRCCS Eugenio Medea, Bosisio Parini (Lecco), Italy
- Neuropsychiatry and Neurorehabilitation Unit, Scientific Institute, IRCCS Eugenio Medea, Bosisio Parini (Lecco), Italy
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REFERENCES. Monogr Soc Res Child Dev 2013. [DOI: 10.1111/mono.12011] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register]
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Artioli F, Cicogna PC, Occhionero M, Reese E. “The people I grew up with”: The role of sociodemographic factors in early memories in an Italian sample. Memory 2012; 20:189-97. [DOI: 10.1080/09658211.2011.651090] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/14/2022]
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Abstract
Pattern perception and organization are critical functions of the visual cognition system. Many organizational processes are available early in life, such that infants as young 3 months of age are able to readily utilize a variety of cues to organize visual patterns. However, other processes are not readily evident in young infants, and their development involves perceptual learning. We describe a theoretical framework that addresses perceptual learning in infancy and the manner in which it affects visual organization and development. It identifies five kinds of experiences that induce learning, and suggests that they work via attentional and unitization mechanisms to modify visual organization. In addition, the framework proposes that this kind of learning is abstract, domain general, functional at different ages in a qualitatively similar manner, and has a long-term impact on development through a memory reactivation process. Although most models of development assume that experience is fundamental to development, very little is actually known about the process by which experience affects development. The proposed framework is an attempt to account for this process in the domain of perception.
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Picard L, Eustache F, Piolino P. De la mémoire épisodique à la mémoire autobiographique : approche développementale. ANNEE PSYCHOLOGIQUE 2009. [DOI: 10.3917/anpsy.092.0197] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/14/2022]
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Lindholm T, Sjoberg RL, Pedroletti C, Boman A, Olsson GL, Sund A, Lindblad F. Infants' and Toddlers' Remembering and Forgetting of a Stressful Medical Procedure. J Pediatr Psychol 2008; 34:205-16. [DOI: 10.1093/jpepsy/jsn066] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022] Open
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Newcombe NS, Lloyd ME, Ratliff KR. Development of episodic and autobiographical memory: a cognitive neuroscience perspective. ADVANCES IN CHILD DEVELOPMENT AND BEHAVIOR 2007; 35:37-85. [PMID: 17682323 DOI: 10.1016/b978-0-12-009735-7.50007-4] [Citation(s) in RCA: 87] [Impact Index Per Article: 5.1] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/27/2022]
Affiliation(s)
- Nora S Newcombe
- Department of Psychology, Temple University, Philadelphia, PA 19122, USA
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Abstract
Recent accounts of language acquisition propose that the knowledge structures that comprise language develop within a single, unified system that shares computational resources and representations. One implication of this approach is that developmental relations within the system become central to theorizing about language acquisition. Previous work suggested that lexical development preceded grammatical development, a developmental ordering with strong theoretical implications. One purpose of the current article is to test this developmental ordering hypothesis. Results showed that children (aged 16-30 months) developed lexicon and grammar synchronously. The second purpose is to demonstrate a recently developed method for testing developmental ordering, the nonlinear-mapping approach, and show how the method can be extended to capitalize on multiply determined developmental systems, such as language.
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Affiliation(s)
- James A Dixon
- Department of Psychology, 406 Babbidge Road, University of Connecticut, U-1020, Storrs, CT 06269-1020, USA.
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Infant recall memory and communication predicts later cognitive development. Infant Behav Dev 2006; 29:545-53. [PMID: 17138307 DOI: 10.1016/j.infbeh.2006.07.002] [Citation(s) in RCA: 30] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/20/2005] [Revised: 05/08/2006] [Accepted: 07/13/2006] [Indexed: 11/16/2022]
Abstract
This longitudinal study investigates the relation between recall memory and communication in infancy and later cognitive development. Twenty-six typically developing Swedish children were tested during infancy for deferred imitation (memory), joint attention (JA), and requesting (nonverbal communication); they also were tested during childhood for language and cognitive competence. Results showed that infants with low performance on both deferred imitation at 9 months and joint attention at 14 months obtained a significantly lower score on a test of cognitive abilities at 4 years of age. This long-term prediction from preverbal infancy to childhood cognition is of interest both to developmental theory and to practice.
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Heimann M, Strid K, Smith L, Tjus T, Ulvund SE, Meltzoff AN. Exploring the Relation Between Memory, Gestural Communication, and the Emergence of Language in Infancy: A Longitudinal Study. INFANT AND CHILD DEVELOPMENT 2006; 15:233-249. [PMID: 16886041 PMCID: PMC1525051 DOI: 10.1002/icd.462] [Citation(s) in RCA: 46] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Abstract
The relationship between recall memory, visual recognition memory, social communication, and the emergence of language skills was measured in a longitudinal study. Thirty typically developing Swedish children were tested at 6, 9 and 14 months. The result showed that, in combination, visual recognition memory at 6 months, deferred imitation at 9 months and turn-taking skills at 14 months could explain 41% of the variance in the infants' production of communicative gestures as measured by a Swedish variant of the MacArthur Communicative Development Inventories (CDI). In this statistical model, deferred imitation stood out as the strongest predictor.
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Affiliation(s)
- Mikael Heimann
- University of Bergen, Norway
- Linköping University, Sweden
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Abstract
Recent evidence suggests that in primates, as in rodents, the hippocampus shows a developmental continuum that affects memory abilities from infancy to adulthood. In primates relatively few hippocampal-dependent abilities (e.g. some aspects of recognition memory) are present in early infancy, whereas others (e.g. relational memory) begin to show adult-like characteristics around 2 years of age in monkeys and 5-7 years in humans. Profound and persistent memory loss resulting from insult to the hippocampus in infancy becomes evident in everyday behavior only later in childhood. This pattern of results suggests a maturational gradient within the medial temporal lobe memory system, with most abilities crucially dependent upon the hippocampus emerging in later stages of development, supporting a model of hierarchical organization of memory within the medial temporal lobe.
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Affiliation(s)
- Jocelyne Bachevalier
- Yerkes National Primate Research Center, Emory University, 954 Gatewood Rd, Atlanta, GA, USA.
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