Hartshorn K, Wilk A E, Muller K L, Rovee-Collier C
Department of Psychology, Rutgers University, Piscataway, NJ 08854-8020, USA.
Dev Psychobiol. 1998 Nov;33(3):271-82.
This research examined whether an expanding training series protracts retention for infants as it does for children and adults. In three sessions spanning an 8-day period, 3-month-olds learned to move a crib mobile by kicking. Intersession intervals were either constant (1 or 4 days) or progressively expanding (average ISI = 4 days). The expanding-series group exhibited significant retention on a delayed recognition test 3 weeks after training was over, but the two constant-series groups exhibited none. Although the 1-day constant-series group remembered after 1 week, the 4-day constant-series group did not. Surprisingly, a reactivation treatment administered 4 weeks after training was over was ineffective whether infants were trained, reminded, and tested in a distinctive context or not. These results demonstrate that the retention advantage afforded by programming training sessions in an expanding series extends to infants and suggest that the upper limit on reactivation is timed from initial encoding and not from the point of forgetting.
本研究考察了扩展训练系列是否像对儿童和成人那样延长婴儿的记忆保持时间。在为期8天的三个阶段中，3个月大的婴儿学会了通过踢腿来移动婴儿床上方的活动玩具。阶段间间隔要么是固定的（1天或4天），要么是逐渐延长的（平均间隔 = 4天）。在训练结束3周后的延迟识别测试中，扩展系列组表现出显著的记忆保持，但两个固定系列组则没有。虽然1天固定系列组在1周后仍有记忆，但4天固定系列组则没有。令人惊讶的是，训练结束4周后进行的再激活处理无效，无论婴儿是否在独特的情境中接受训练、提醒和测试。这些结果表明，以扩展系列安排训练阶段所带来的记忆保持优势也适用于婴儿，并表明再激活的上限是从初始编码开始计时的，而不是从遗忘点开始计时的。
