Potentiation in young infants: the origin of the prior knowledge effect?
In two experiments with 6-month-old infants, we found that prior learning of an operant task (remembered for 2 weeks) mediated new learning of a modeling event (remembered for only 1 day) and increased its recall. Infants first learned to associate lever pressing with moving a toy train housed in a large box. One or 2 weeks later, three target actions were modeled on a hand puppet while the train box (a retrieval cue) was in view. Merely retrieving the train memory strengthened it, and simultaneously pairing its retrieved memory with the modeled actions potentiated their learning and recall. When paired 1 week later, deferred imitation increased from 1 day to 4 weeks; when paired 2 weeks later, it increased from 1 day to 6 weeks. The striking parallels between potentiated learning in infants and the prior knowledge effect in adults suggests that the prior knowledge effect originates in early infancy.
Department of Psychology, Georgetown University, 301I White-Gravenor Building, Washington, DC 20057, USA. rfb5@georgetown.edu
Rachel
R
Barr
Carolyn
C
Rovee-Collier
Amy
A
Learmonth
D001245:Association Learning; D003216:Conditioning, Operant; D003463:Cues; D005260:Female; D006801:Humans; D007100:Imitative Behavior; D007223:Infant; D008297:Male; D011939:Mental Recall; D002666:Psychology, Child; D011597:Psychomotor Performance; D012153:Retention, Psychology
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