Psychophysical scaling of stimulus similarity in 3-month-old infants and adults

Fagen, Jeffrey W.; Rovee, Carolyn Kent; Kaplan, Melissa G.

doi:10.1016/0022-0965(76)90007-2

Cited by 52 publications

(28 citation statements)

References 11 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: 62%

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: 62%

Planning and Representing Intentional Action

Hommel

2003

The Scientific World JOURNAL

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“…Moreover, the cues that are required to retrieve their memory of the training stimulus are highly specific. At both 2 and 3 months, for example, infants exhibit no retention whatsoever if more than a single novel object is substituted into the original five-object mobile during a 1-day test (Fagen, Rovee, & Kaplan, 1976;Hayne et al, 1986), and at 3 months, they exhibit no retention after the same delay if the ϩ on the sides of the training mobile is only 25% smaller (Adler & Rovee-Collier, 1994).…”

Section: Experiments 1: the Effect Of A Cue Changementioning

confidence: 97%

Developmental changes in the specificity of memory over the first year of life

et al. 1998

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“…Normalizing the conditioned response (tethered kicking) to the unconditioned response (nontethered kicking during the baseline period) is common to the mobile paradigm. 21,23,28 Normalizing kicking rates, we believe, is particularly useful as the baseline kicking rate per minute for infants at 3 to 4 months of age can range from 0 to 80 kicks per minute.…”

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.]

show abstract

Psychophysical scaling of stimulus similarity in 3-month-old infants and adults

Cited by 52 publications

References 11 publications

Planning and Representing Intentional Action

Planning and Representing Intentional Action

Developmental changes in the specificity of memory over the first year of life

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

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