Effects of quantitative shifts in a visual reinforcer on the instrumental response of infants

Fagen, Jeffrey W.; Rovee, Carolyn Kent

doi:10.1016/0022-0965(76)90048-5

Cited by 47 publications

(24 citation statements)

References 10 publications

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“…For instance, once a baby has learned how to influence a mobile by moving his or her leg, presenting a moving mobile at some later occasion also makes the baby move the leg again [91,92]. Similar effects have been observed in adults.…”

Section: Acquisition Of Action-effect Associationsmentioning

confidence: 64%

Planning and Representing Intentional Action

Hommel

2003

The Scientific World JOURNAL

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This paper reviews recent approaches to human action planning and the cognitive representation of intentional actions. Evidence suggests that action planning takes place in terms of anticipated features of the intended goal, that is, in terms of action effects. These effects are acquired from early infancy on by registering contingencies between movements and perceptual movement outcomes. Co-occurrence of movements and effects leads to the creation of bidirectional associations between the underlying internal codes, thus establishing distributed perception-action networks subserving both perceiving external events and intentionally producing them. Action plans determine only the general, goal-relevant features of intended actions, while the fine-tuning is left to on-line sensory-motor processing. Action plans emerge from competition for action control between several factors: overlearned habits, perceptual events, and emotional influences, among others. Accordingly, action control represents a balance between personal intentions and wishes on the one hand and environmental affordances and demands on the other.

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Section: Acquisition Of Action-effect Associationsmentioning

confidence: 64%

Planning and Representing Intentional Action

Hommel

2003

The Scientific World JOURNAL

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“…27 Hip and knee range of motion were not measured during kicking; however, we estimated a kick to include Ͼ15 degrees of simultaneous hip and knee extension. For this analysis, only the frequency of kicking of the right (ie, tethered) leg was analyzed.…”

Section: Discussionmentioning

confidence: 99%

The Performance of Infants Born Preterm and Full-term in the Mobile Paradigm: Learning and Memory

et al. 2004

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Background and Purpose. By 3 to 4 months of age, infants born full-term and without known disease display associative learning and memory abilities in the mobile paradigm, where an infant's leg is tethered to a mobile such that leg kicks result in proportional mobile movement. The first purpose of this study was to examine the learning and memory abilities of a group of infants born full-term compared with those of a comparison group. Little is known about the learning and memory abilities in infants born preterm, a group at known risk for future impairments in learning and movement. The second purpose of this study was to determine if and when an age-adjusted group of infants born prematurely display associative learning and memory abilities over a 6-week period. Subjects. Ten infants born full-term (38 -42 weeks gestational age [GA]) and 10 infants born preterm (Ͻ33 weeks GA and Ͻ2,500 g) who were tethered and had control over the mobile movement were independently compared with a comparison group of 10 infants born full-term who were tethered and viewed a moving mobile but did not have control over the mobile movement. Infants in all 3 groups were seen at 3 to 4 months of age and were excluded from participation for any known visual or orthopedic diagnoses. Methods. Infants were tested using the mobile conjugate reinforcement paradigm, where one leg is tethered to an overhead mobile such that kicking with that leg results in proportional mobile movement. The kicking rates of the full-term group and the preterm group were compared with their own initial (baseline) kicking rates and with those of the comparison group. Results. After exposure to the conjugate relationship between kicking and mobile movement, the full-term group kicked more frequently compared with their own baseline levels and compared with the comparison group, fulfilling both criteria for learning and memory. In contrast, the preterm group did not increase their kicking rate according to both criteria. Discussion and Conclusion. These results suggest that infants born prematurely differ in their performance in the mobile paradigm as compared with age-matched infants born full-term. The mobile paradigm may provide clinicians with an important early assessment of infants' associative learning and memory abilities. Follow-up studies are needed, however, to further validate this paradigm as a clinical assessment tool. [Heathcock JC, Bhat AN, Lobo MA, Galloway JC. The performance of infants born preterm and full-term in the mobile paradigm: learning and memory. Phys Ther. 2004;84:808 -821.]

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“…During this time, there are also considerable developments in infants’ ability to use their knowledge flexibly. With age, infants are increasingly able to learn behaviors from indirect sources, such as books or television (for review, see Barr, 2010), to retrieve their memories in new contexts (e.g., Borovsky & Rovee-Collier, 1990; Hayne, Boniface, & Barr, 2000; Jones, Pascalis, Eacott, & Herbert, 2011; Learmonth, Lamberth, & Rovee-Collier, 2004), and to apply their knowledge when confronted with stimuli that are similar but not identical to those that were present during learning (e.g., Fagen & Rovee, 1976; Hayne, MacDonald, & Barr, 1997; Jones & Herbert, 2008). Although developmental changes in early learning and memory are well documented, considerably less is known about the mechanisms underpinning these changes.…”

Section: Introductionmentioning

confidence: 99%

Infant and adult visual attention during an imitation demonstration

Taylor

Herbert

2013

Developmental Psychobiology

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Deferred imitation tasks have shown that manipulations at encoding can enhance infant learning and memory performance within an age, suggesting that brain maturation alone cannot fully account for all developmental changes in early memory abilities. The present study investigated whether changes in the focus of attention during learning might contribute to improving memory abilities during infancy. Infants aged 6, 9, and 12 months, and an adult comparison group, watched a video of a puppet imitation demonstration while visual behavior was recorded on an eye tracker. Overall, infants spent less time attending to the video than adults, and distributed their gaze more equally across the demonstrator and puppet stimulus. In contrast, adults directed their gaze primarily to the puppet. When infants were tested for their behavioral recall of the target actions, “imitators” were shown to have increased attention to the person and decreased attention to the background compared to “non-imitators.” These results suggest that attention during learning is related to memory outcome and that changes in attention may be one mechanism by which manipulations to the learning event may enhance infant recall memory. © 2013 The Authors. Developmental Psychobiology published by Wiley Periodicals, Inc.

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Effects of quantitative shifts in a visual reinforcer on the instrumental response of infants

Cited by 47 publications

References 10 publications

Planning and Representing Intentional Action

Planning and Representing Intentional Action

The Performance of Infants Born Preterm and Full-term in the Mobile Paradigm: Learning and Memory

Infant and adult visual attention during an imitation demonstration

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