Enright M K, Rovee-Collier C K, Fagen J W, Caniglia K
J Exp Child Psychol. 1983 Oct;36(2):209-25. doi: 10.1016/0022-0965(83)90030-9.
Long-term retention of operant footkicking acquired in the mobile conjugate reinforcement paradigm was assessed as a function of the distribution of training time. In the first study, 3-month-old infants were trained for either one 18-min session or for two 9-min or three 6-min sessions separated by 24-hr intervals. All infants exhibited retention during a test administered immediately after training, but only those trained in a single session continued to perform the conditioned response during cued-recall tests 7 or 14 days later. Infants trained in three sessions showed no evidence of remembering the contingency even after a week. A warm-up decrement, seen in the day-to-day performance of infants in the distributed conditions, was eliminated in the second study by the interpolation of a nonreinforcement period at the outset of daily sessions. This procedure also enhanced long-term retention such that infants trained in three 6-min sessions now remembered the contingency for 14 days and did not differ from infants who had received a single 18-min session. Whether distributed training facilitates or impairs long-term retention appears to depend on the opportunity for infants to acquire a sufficient number (or kind) of effective retrieval cues during original learning.
在移动共轭强化范式中习得的操作性踢脚的长期保持情况，被评估为训练时间分布的函数。在第一项研究中，对3个月大的婴儿进行训练，训练时长为1次18分钟的课程，或者2次9分钟的课程，或者3次6分钟的课程，课程之间间隔24小时。所有婴儿在训练后立即进行的测试中都表现出了记忆保持，但只有那些接受单次课程训练的婴儿在7天或14天后的线索回忆测试中继续做出条件反应。接受3次课程训练的婴儿即使在一周后也没有表现出记住这种关联性的迹象。在第二项研究中，通过在每日课程开始时插入一个无强化期，消除了在分散条件下婴儿日常表现中出现的热身递减现象。这个程序也增强了长期记忆保持，使得接受3次6分钟课程训练的婴儿现在能记住这种关联性长达14天，并且与接受单次18分钟课程训练的婴儿没有差异。分散训练是促进还是损害长期记忆保持，似乎取决于婴儿在原始学习过程中获得足够数量（或种类）有效检索线索的机会。
