An expanding training series protracts retention for 3-month-old infants

Hartshorn, Kristin; Wilk, Amy; Muller, Katherine L.; Rovee‐Collier, Carolyn

doi:10.1002/(sici)1098-2302(199811)33:3<271::aid-dev7>3.0.co;2-o

Cited by 21 publications

(9 citation statements)

References 23 publications

(38 reference statements)

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“…Another interesting characteristic of distributed learning is that, in addition to boosting initial learning, it leads to longer retention. This effect has been noted in studies of the spacing effect in adult second-language vocabulary learning (Bahrick, Bahrick, Bahrick, & Bahrick, 1993;Bahrick & Phelps, 1987), adult name learning (Landauer & Bjork, 1978), and infant learning of physical movements (Hartshorn, Wilk, Muller, & Rovee-Collier, 1998). It is interesting to note that Bahrick and Phelps (1987) found evidence of improved retention over an 8-year period.…”

Section: Spacingmentioning

confidence: 63%

Verb Learning in Children With SLI

Riches

Tomasello

Conti‐Ramsden

2005

J Speech Lang Hear Res

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Section: Spacingmentioning

confidence: 63%

Verb Learning in Children With SLI

Riches

Tomasello

Conti‐Ramsden

2005

J Speech Lang Hear Res

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“…We have obtained the same relationship in prior operant and deferred imitation studies with young infants as well (Barr, Rovee-Collier, & Campanella, 2005; Galluccio & Rovee-Collier, 2006; Hartshorn, Wilk, Muller, & Rovee-Collier, 1998c; Hildreth & Hill, 2003). Although retention of the associated modeling event only increased additively (2, 4, 6 weeks) over the same test delays, this disparity was based solely on the final data point and must be replicated.…”

Section: Resultsmentioning

confidence: 82%

Potentiation in young infants: The origin of the prior knowledge effect?

2010

Self Cite

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In two experiments with 6-month-old infants, we found that prior learning of an operant task (remembered for 2 weeks) mediated new learning of a modeling event (remembered for only 1 day) and increased its recall. Infants first learned to associate lever pressing with moving a toy train housed in a large box. One or 2 weeks later, three target actions were modeled on a hand puppet while the train box (a retrieval cue) was in view. Merely retrieving the train memory strengthened it, and simultaneously pairing its retrieved memory with the modeled actions potentiated their learning and recall. When paired 1 week later, deferred imitation increased from 1 day to 4 weeks; when paired 2 weeks later, it increased from 1 day to 6 weeks. The striking parallels between potentiated learning in infants and the prior knowledge effect in adults suggests that the prior knowledge effect originates in early infancy.

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“…Delays longer than 3 weeks after training were not used in Experiment 2 because previous studies have shown that a 3-min (180-s) reactivation treatment also recovers the forgotten memory after 4 weeks (Hayne, 1990;Hayne & Findlay, 1995;Rovee-Collier et al, 1980), which is the upper limit of reactivation at this age (Greco, Rovee-Collier, Hayne, Griesler, & Earley, 1986;Hartshorn, Wilk, Muller, & Rovee-Collier, 1998).…”

Section: Methodsmentioning

confidence: 99%

Minimum duration of reactivation at 3 months of age

Joh¹,

Sweeney²,

Rovee‐Collier³

2001

Developmental Psychobiology

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Brie¯y exposing subjects to an isolated component of an event after they have forgotten can reactivate their memory of it, leading to renewed retention on an ensuing test. In two experiments with forty-eight 3-month-old infants, we asked what minimum duration of a reactivation treatment could recover their forgotten memory of an operant mobile task and whether the minimum duration was affected by how long the memory was forgotten. In Experiment 1, the minimum duration for reactivating the memory 1 week after forgetting was 120 sÐsubstantially longer than the minimum duration required for reactivation at 6 months after the same relative delay. In Experiment 2, the minimum effective duration for reactivation increased linearly with the time since forgetting, from 7.5 s after 1 day to 180 s after 3 weeks. This study reveals that the duration of an effective memory prime is directly related to age and to memory accessibility. ß

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An expanding training series protracts retention for 3-month-old infants

Cited by 21 publications

References 23 publications

Verb Learning in Children With SLI

Verb Learning in Children With SLI

Potentiation in young infants: The origin of the prior knowledge effect?

Minimum duration of reactivation at 3 months of age

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