Specificity in the reactivation of infant memory

Rovee‐Collier, Carolyn; Patterson, Jeff; Hayne, Harlene

doi:10.1002/dev.420180611

Cited by 87 publications

(36 citation statements)

References 23 publications

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“…Therefore, no firm conclusions can be drawn about the intentional status of these actions. Moreover, consistent with an interpretation of a relative predominance of habitual control early in life, infants' early instrumental actions appear to be strongly stimulus and context dependent (Borovsky & Rovee-Collier, 1990;Butler & Rovee-Collier, 1989;Galluccio & Rovee-Collier, 1999;Greco, Hayne, & Rovee-Collier, 1990;Hartshorn & Rovee-Collier, 1997;Rovee-Collier & Hayne, 1987;Rovee-Collier, Patterson, & Hayne, 1985) and are relatively inflexible.…”

Section: Introductionsupporting

confidence: 72%

Rational action selection in 1½- to 3-year-olds following an extended training experience

Klossek

Dickinson

2012

Journal of Experimental Child Psychology

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Section: Introductionsupporting

confidence: 72%

Rational action selection in 1½- to 3-year-olds following an extended training experience

Klossek

Dickinson

2012

Journal of Experimental Child Psychology

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“…In addition, they reveal that, as with 3-month-olds, the efficacy of a reminder is specific to the context encountered during training (see Tulving, 1972). Retention on the part of subjects reminded with a different mobile was just as poor as that of subjects who received no reactivation treatment at all (Rovee-Collier et al, 1985b).…”

Section: Resultsmentioning

confidence: 98%

Continuities in infant memory development

Hill¹,

Borovsky²,

Rovee‐Collier³

1988

Developmental Psychobiology

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144

160

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Fifty-five 6- to 7-month-old human infants were trained in an operant conditioning procedure, adapted from a procedure developed for 3-month-olds, in which kicks were reinforced by conjugate movement of a mobile. Retention was assessed in a simple forgetting paradigm (Expt. 1) or in a reactivation paradigm (Expt. 2) with either the training mobile or a different one serving as the retrieval cue. In Experiment 1, retention was tested 1, 7, 14, or 21 days after training. When the training and test mobiles were the same, infants exhibited virtually no forgetting for 14 days, but forgetting was complete by 21. When the training and test mobiles were different, infants exhibited no retention, discriminating the novel mobile for as long as they could remember the contingency. In Experiment 2, when the training mobile was presented as a reminder, the forgetting previously seen after 21 days was alleviated; when a different mobile was the reminder, it was not. These findings reveal that the efficacy of a reminder is predicted by the efficacy of that same stimulus in cuing the original memory 24 hr following training. Although the 6-month-olds learned more rapidly and remembered longer than infants half their age, their memory processing was described by the same basic principles.

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“…Nevertheless, in another study using a oneway avoidance task, a long-lasting effect of cuing was also reported (Gordon, Smith, & Katz, 1979). It could be suggested that the cuing in that study condition that involved exposure to the CS delivered within the training apparatus may have affected the length of the cuing effect (see also Rovee-Collier, Patterson, & Hayne, 1985, but in human infants).…”

Section: Retrieval Versus Maturation Hypothesesmentioning

confidence: 97%

Facilitative effect of a pretest exposure to the CS: Analysis and implications for the memory trace

Gisquet-Verrier

Alexinsky

1990

Animal Learning & Behavior

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Retention of a brightness discrimination avoidance task by rats is impaired (Kamin effect) following a l-h training-to-test interval (TTl), is enhanced after a 3-day TTl (reminiscence, or longterm spontaneous improvement), and is disrupted following a 21-day TTl (long-term forgetting). An exposure to the conditioned stimulus (CS), delivered 5 min before a 1-h delayed retention test, not only compensated for the performance deficit that corresponds to the Kamin effect, but induced a large improvement in performance similar to that normally obtained after a 3-day TTL It can be proposed that such cuing may act either by accelerating a natural memory-trace maturation process or by improving the retrievability of the memory trace. Since these possibilities lead to opposite predictions concerning the length of the facilitation induced by cuing, the effect of a pretest exposure to the CS on performance obtained during a 1-h delayed retention test was studied after several cuing-to-test intervals (0, 5, 10, or 20 min). The results, which indicate that cuing transiently enhanced subsequent retention performance, more convincingly support the retrieval hypothesis. The effects of pretest exposure to the CS (which occurred 5 min before testing) were also examined 10 min, 1 h, or 24 h after initial training. The results indicate that the facilitative effect of cuing obtained when retention performance was disrupted shortly after training (l-h TTl) was also obtained after a 24-h retention interval, in the absence of performance disruption. An interpretation of the facilitative effect of a pretest exposure to the CS is proposed, and implications concerning the memory trace are further discussed in relation to the multidimensional hypothesis.

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Specificity in the reactivation of infant memory

Cited by 87 publications

References 23 publications

Rational action selection in 1½- to 3-year-olds following an extended training experience

Rational action selection in 1½- to 3-year-olds following an extended training experience

Continuities in infant memory development

Facilitative effect of a pretest exposure to the CS: Analysis and implications for the memory trace

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