Department of Psychological Sciences, University of Connecticut, Waterbury, Connecticut.
Department of Psychological Sciences, University of Connecticut, Storrs, Connecticut.
Dev Psychobiol. 2019 Apr;61(3):402-415. doi: 10.1002/dev.21817. Epub 2018 Dec 21.
In this article, we review recent empirical and theoretical work on infant memory development, highlighting future directions for the field. We consider the state of the field since Carolyn Rovee-Collier's call for developmental scientists to "shift the focus from what to why," emphasizing the function of infant behavior and the value of integrating fractionized, highly specialized subfields. We discuss functional approaches of early learning and memory, including ecological models of memory development and relevant empirical work in human and non-human organisms. Ontogenetic changes in learning and memory occur in developing biological systems, which are embedded in broader socio-cultural contexts with shifting ecological demands that are in part determined by the infants themselves. We incorporate biopsychosocial and dynamical systems perspectives as we analyze the state of the field's integration of multiple areas of specialization to provide more holistic understanding of the contributing factors and underlying mechanisms of the development of memory.
在本文中，我们回顾了最近关于婴儿记忆发展的实证和理论工作，强调了该领域的未来方向。我们考虑了卡罗琳·罗维-科利尔（Carolyn Rovee-Collier）呼吁发展科学家“从‘是什么’转向‘为什么’”以来的领域状况，强调了婴儿行为的功能和整合碎片化、高度专业化的子领域的价值。我们讨论了早期学习和记忆的功能方法，包括记忆发展的生态模型和人类和非人类生物中相关的实证工作。学习和记忆的个体发生变化发生在发育中的生物系统中，这些系统嵌入在更广泛的社会文化背景中，其生态需求不断变化，而这些变化在一定程度上是由婴儿自身决定的。我们结合生物心理社会和动力系统的观点来分析该领域整合多个专业领域的现状，以提供对记忆发展的促成因素和潜在机制的更全面理解。
