Department of Psychology, Georgetown University, 301I White-Gravenor Building, Washington, DC 20057, USA.
Mem Cognit. 2011 May;39(4):625-36. doi: 10.3758/s13421-010-0037-0.
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.
在两项针对 6 个月大婴儿的实验中，我们发现，操作性任务的先前学习（可记忆 2 周）会影响新的模仿事件学习（仅可记忆 1 天）并提高其回忆能力。婴儿首先学习将按压杠杆与移动大型盒子里的玩具火车联系起来。1 或 2 周后，在手偶上对三个目标动作进行了模拟，而火车盒子（检索线索）在视线范围内。仅仅检索火车记忆就可以增强它，并且同时将其检索记忆与模拟动作配对可以增强它们的学习和回忆。1 周后配对时，延迟模仿从 1 天增加到 4 周；2 周后配对时，从 1 天增加到 6 周。婴儿中增强的学习与成人的先前知识效应之间惊人的相似之处表明，先前知识效应起源于婴儿早期。
