Infants' learning, memory, and generalization of learning for bimodal events Export

@article{citeulike:6014694, abstract = {Study 1 investigated whether infants 3 and 7 months of age show differential learning of and memory for sight–sound pairs depending on whether or not temporal synchrony was present; memory was assessed after a 10-min and 1-week interval. Study 2 examined whether 7-month-olds show generalization of learning when they encounter novel bimodal events that are similar (changes in size, orientation, or color, and spectral sound properties) to the sight–sound pairs learned 1 week earlier based on temporal synchrony. For Study 1, infants received a familiarization phase followed by a paired-comparison preference procedure to assess for learning of the sight–sound pairs. One week later a memory test was given. Results confirmed that 7-month-olds had no difficulty learning auditory–visual pairings regardless of whether or not events were temporally synchronous, and they remembered these 10 min and 1 week later. In contrast, 3-month-olds showed poorer learning of sight–sound associations in the no-synchrony than synchrony conditions, and memory for sight–sound pairs 1 week later was shown only for the synchrony conditions. Results for Study 2 revealed generalization of learning of bimodal pairings under all stimulus conditions after a 1-week interval at 7 months of age. Implications of these findings for development of intersensory knowledge are discussed.}, author = {Morrongiello, B.}, citeulike-article-id = {6014694}, citeulike-linkout-0 = {http://dx.doi.org/10.1016/S0022-0965(02)00162-5}, citeulike-linkout-1 = {http://linkinghub.elsevier.com/retrieve/pii/S0022-0965(02)00162-5}, doi = {10.1016/S0022-0965(02)00162-5}, issn = {00220965}, journal = {Journal of Experimental Child Psychology}, keywords = {auditory, generalisation, learning, temporal\_integration, visual}, month = {January}, number = {1}, pages = {1--19}, posted-at = {2009-10-27 08:45:03}, priority = {3}, title = {Infants' learning, memory, and generalization of learning for bimodal events}, url = {http://dx.doi.org/10.1016/S0022-0965(02)00162-5}, volume = {84}, year = {2003} }

TY - JOUR ID - citeulike:6014694 L3 - citeulike-article-id:6014694 N2 - Study 1 investigated whether infants 3 and 7 months of age show differential learning of and memory for sight–sound pairs depending on whether or not temporal synchrony was present; memory was assessed after a 10-min and 1-week interval. Study 2 examined whether 7-month-olds show generalization of learning when they encounter novel bimodal events that are similar (changes in size, orientation, or color, and spectral sound properties) to the sight–sound pairs learned 1 week earlier based on temporal synchrony. For Study 1, infants received a familiarization phase followed by a paired-comparison preference procedure to assess for learning of the sight–sound pairs. One week later a memory test was given. Results confirmed that 7-month-olds had no difficulty learning auditory–visual pairings regardless of whether or not events were temporally synchronous, and they remembered these 10 min and 1 week later. In contrast, 3-month-olds showed poorer learning of sight–sound associations in the no-synchrony than synchrony conditions, and memory for sight–sound pairs 1 week later was shown only for the synchrony conditions. Results for Study 2 revealed generalization of learning of bimodal pairings under all stimulus conditions after a 1-week interval at 7 months of age. Implications of these findings for development of intersensory knowledge are discussed. IS - 1 JF - Journal of Experimental Child Psychology SN - 00220965 EP - 19 TI - Infants' learning, memory, and generalization of learning for bimodal events VL - 84 SP - 1 KW - auditory KW - generalisation KW - learning KW - temporal_integration KW - visual AU - Morrongiello, B PY - 2003/01// UR - http://dx.doi.org/10.1016/S0022-0965(02)00162-5 ER -