Extended conditioning and 24-hour retention in infants

Rovee, Carolyn Kent; Fagen, Jeffrey W.

doi:10.1016/0022-0965(76)90052-7

Cited by 84 publications

(40 citation statements)

References 12 publications

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“…Rovee and Fagen, 1976). Interestingly, two of the three subjects that showed the clearest example of this pattern had moderate increases in cortisol and contributed significantly to our results.…”

Section: Discussionsupporting

confidence: 66%

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Cortisol, contingency learning, and memory in preterm and full-term infants

Haley

Weinberg

Grunau

2006

Psychoneuroendocrinology

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SummaryCortisol plays an important role in learning and memory. An inverted-U shaped function has been proposed to account for the positive and negative effects of cortisol on cognitive performance and memory in adults, such that too little or too much impair but moderate amounts facilitate performance. Whether such relationships between cortisol and mental function apply to early infancy, when cortisol secretion, learning, and memory undergo rapid developmental changes, is unknown. We compared relationships between learning/memory and cortisol in preterm and full-term infants and examined whether a greater risk for adrenal insufficiency associated with prematurity produces differential cortisol-memory relationships. Learning in three-month old (corrected for gestational age) preterm and full-term infants was evaluated using a conjugate reinforcement mobile task. Memory was tested by repeating the same task 24 h later. Salivary cortisol samples were collected before and 20 min after the presentation of the mobile. We found that preterm infants had lower cortisol levels and smaller cortisol responses than full-term infants. This is consistent with relative adrenal insufficiency reported in the neonatal period. Infants who showed increased cortisol levels from 0 to 20 min on Day 1 had significantly better memory, regardless of prematurity, than infants who showed decreased cortisol levels.

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Section: Discussionsupporting

confidence: 66%

“…a Several infants showed low baseline rates of kicking on Day 1 and high rates of kicking on Day 2, which has been observed previously (e.g. Rovee and Fagen, 1976). This increases the value of the mean ratio as compared to the value of the ratio of the means.…”

Section: Discussionsupporting

confidence: 53%

Cortisol, contingency learning, and memory in preterm and full-term infants

Haley

Weinberg

Grunau

2006

Psychoneuroendocrinology

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“…Further, this facilitative effect generalized across learning settings (Ramey & Finkelstein, 1978). Increased infant atten tion during contingent experiences was also reported (Rovee & Fagen, 1976). Contingent feedback, thus, affects motivational, cognitive, attentional, and affec tive infant behavior.…”

mentioning

confidence: 79%

“…Several studies also found that the withdrawal of contingent feedback during baseline phases resulted in increased infant crying and fussing (Levinson & Levinson, 1967;Vietze, Foster, & Friedman, 1974). Other investigations suggested that contingent learning experiences had a facilitative ef fect upon learning in subsequent tasks (Finkelstein & Ramey, 1977;Rovee & Fagen, 1976). Further, this facilitative effect generalized across learning settings (Ramey & Finkelstein, 1978).…”

mentioning

confidence: 91%

An Analysis of Response-Contingent Learning Experiences for Young Children

Hanson

Hanline

1985

Journal of the Association for Persons with Severe Handicaps

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Article Descriptorscontingent stimulation/feedback; infant learning; contingency awareness; infant development; learned helplessness; parent involvement; electromechanical teaching devices; adaptive equipment; early intervention; classroom/environmental arrangement The effects of contingent feedback on the learning and affective behavior of young children with severe and multiple handicaps was examined. Three children, ranging in age from 8 months to 25 months, were pro vided contingent learning experiences via elec tromechanical apparatus. The study addressed three questions: (a) Could these young children be taught to increase the frequency of a low incidence behavior through the use of contingent feedback?, (b) Could electromechanical devices operated by parents be utilized for this training?, (c) Did these responsecontingent learning experiences facilitate development of an awareness of the contingent feedback as measured by increased positive affective responses and attention? Results indicated that all three children increased the frequency of the target behavior. The data are equivocal as to whether or not children showed an awareness of the response-contingent feedback. These findings are discussed in light of developmental and learning theories. Implications for intervention are also discussed.

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“…In fact, 3-montholds exhibit no forgetting whatsoever for 3 days after training (Butler & Rovee-Collier, 1989;Rovee-Collier, Sullivan, Enright, Lucas, & Fagen, 1980), and 6-montholds exhibit no forgetting for 14 days afterward (Borovsky & Rovee-Collier, 1990;Hartshorn & Rovee-Collier, 1997;Hartshorn et al, 1998;Hildreth & Rovee-Collier, 2002;Hill et al, 1988). For this reason, a mean baseline ratio that is not significantly above 1.00 when infants are tested with an altered mobile 24 hr after training, as they presently were, is taken as evidence of discrimination rather than forgetting (see also Rovee & Fagen, 1976). Conversely, a mean baseline ratio that is significantly above 1.00 when infants are tested with an altered mobile 24 hr after training is taken as evidence of generalization.…”

Section: Dependentmentioning

confidence: 92%

Correlated attributes and categorization in the first half‐year of life

Bhatt

Wilk

Hill

et al. 2004

Developmental Psychobiology

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In two experiments with 36 human infants, we asked whether 3- and 6-month-olds could use correlations between attributes of individual objects to categorize. Infants learned to kick to move block mobiles that simultaneously displayed two categories defined by the figures displayed on them: the colors of the figures and the colors of the blocks. Two features were correlated, and the third varied across categories. Only 6-month-olds categorized novel category exemplars that preserved the original feature correlations (Experiment 1A), but both 3- and 6-month-olds discriminated feature recombinations that broke the original correlations (Experiment 1B). When category exemplars were presented successively, 6-month-olds also learned the feature correlations and used them to categorize (Experiment 2), but their performance was less robust. Infants' superior learning when stimuli were presented simultaneously may reflect "unitization," a learning disposition unique to immature infants. These experiments reveal that infants' ability to use correlated attributes to categorize emerges months earlier than previously thought.

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Extended conditioning and 24-hour retention in infants

Cited by 84 publications

References 12 publications

Cortisol, contingency learning, and memory in preterm and full-term infants

Cortisol, contingency learning, and memory in preterm and full-term infants

An Analysis of Response-Contingent Learning Experiences for Young Children

Correlated attributes and categorization in the first half‐year of life

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