Infant Memory

Rovee‐Collier, Carolyn; Cuevas, Kimberly

doi:10.1016/b978-012370509-9.00154-6

Cited by 8 publications

(16 citation statements)

References 143 publications

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“…Our findings reveal that by 2 years of age, encoding- and retrieval-related increases in 6–9 Hz power are found regardless of task performance. Changes in the 6–9 Hz band response between infancy and toddlerhood likely coincide with more efficient encoding and retrieval processes (see Rovee-Collier and Cuevas, 2008, for a review). Research with adults and older children has revealed that the alpha band generally exhibits encoding-related increases in EEG power as well as retrieval-related decreases in power, although different patterns have been found for lower and upper alpha rhythms (Babiloni et al, 2004; Klimesch et al, 1999; Krause et al, 2001, 2007; Mölle et al, 2002).…”

Section: Discussionmentioning

confidence: 99%

“…Substantial behavioral research has revealed age-related changes in memory encoding and retrieval from infancy through adulthood (see Kail, 1984; Rovee-Collier and Cuevas, 2008; Schneider and Pressley, 1997, for reviews). Neuroscience research, on the other hand, has only examined these processes during two developmental periods: infancy and from late childhood through adulthood.…”

Section: Introductionmentioning

confidence: 99%

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A frequency band analysis of two-year-olds’ memory processes

Cuevas

Raj

Bell

2012

International Journal of Psychophysiology

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Research on the functional meaning of EEG frequency bands during memory processing has only examined two developmental periods: infancy and from late childhood to adulthood. The purpose of this study was to examine changes in EEG power for three toddler EEG frequency bands (3–5 Hz, 6–9 Hz, 10–12 Hz) during a verbal recall task. To this end, we asked three questions: (a) Which frequency band(s) discriminate baseline from memory processing?; (b) Which frequency band(s) differentiate between memory encoding and retrieval processes?; (c) Which frequency band(s) distinguish toddlers with high and low verbal recall performance? Analysis of 2-year-olds’ (n = 79) power values revealed that all three frequency bands differentiated the retrieval and encoding phases from the baseline phase; however, the particular regions that exhibited this dissociation varied. Retrieval-related increases in 3–5 Hz (theta) power were widespread. Only the 3–5 Hz and 6–9 Hz bands distinguished encoding and retrieval processes; retrieval power values were higher than encoding power values. High and low verbal recall performers were discriminated by all frequency bands; high performers had greater power values than low performers. Thus, the 3–5 Hz (theta) and 6–9 Hz (alpha) bands were most informative about 2-year-olds’ memory processes. Theta and alpha rhythms are critical to memory processes during late childhood and adulthood, and our findings provide initial evidence that these rhythms are also intricately linked to memory processing during toddlerhood. These findings are discussed in relation to behavioral changes in memory processes.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

A frequency band analysis of two-year-olds’ memory processes

Cuevas

Raj

Bell

2012

International Journal of Psychophysiology

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“…Although numerous studies have examined the reinstatement of an extinguished conditioned response (i.e., presentation of the US alone following extinction renews conditioned responding to the CS; e.g., Bouton & Bolles, ; Rescorla & Heth, ), none have examined the effects of reinstatement after the extinguished conditioned response has been forgotten. Reminders are particularly important for long‐term retention early in ontogeny when forgetting occurs rapidly (see Campbell & Spear, ; Rovee‐Collier & Cuevas, , for review). Many conditioned responses are forgotten at some point in ontogeny, and the potential life‐long effects of extinction on conditioned responding are unknown.…”

Section: Experiments 2a: Reinstatement Of Conditioned Responding Aftermentioning

confidence: 99%

A dissociation between recognition and reactivation: The renewal effect at 3 months of age

Cuevas

Learmonth

Rovee‐Collier

2015

Developmental Psychobiology

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Extinction allows organisms to adapt to an ever-changing environment. Despite its theoretical and applied significance, extinction has never been systematically studied with human infants. Using the operant mobile task, we examined whether 3-month-olds would exhibit evidence of original learning following extinction. In a recognition paradigm, infants exhibited renewal when tested in the acquisition context (ABA renewal) or a neutral context (ABC and AAB renewal) 1 day following extinction (Experiment 1a) and spontaneous recovery 3 days following extinction (Experiment 1b). In Experiments 2a-2b, we used a reminder paradigm to examine whether the extinguished response could be reinstated after the operant response had been forgotten. We failed, however, to find reinstatement of extinguished responding after spontaneous forgetting, regardless of the reminder and test contexts. We attributed this retention failure to competing responses at test. Although extinguished responding is recovered during infancy, this effect is elusive after the response has been forgotten.

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“…For learning to be a viable vehicle for perceptual development, it has to have sustained and long‐term effects on infants’ behavior. Research suggests that infants 3 months of age and older can have surprisingly robust memories, with retention lasting several weeks and months (Courage & Howe, 2004; Fagan, 1973; Rovee‐Collier, 1999; Rovee‐Collier & Cuevas, 2008). We propose, therefore, that perceptual learning in infancy will have long‐term effects on organization.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

How Does Learning Impact Development in Infancy? The Case of Perceptual Organization

Bhatt

Quinn

2010

Infancy

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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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Infant Memory

Cited by 8 publications

References 143 publications

A frequency band analysis of two-year-olds’ memory processes

A frequency band analysis of two-year-olds’ memory processes

A dissociation between recognition and reactivation: The renewal effect at 3 months of age

How Does Learning Impact Development in Infancy? The Case of Perceptual Organization

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