Carolyn Rovee‐Collier
Biographic Data
| ID | 5803452 |
|---|---|
| NAME | Carolyn Rovee‐Collier |
| GIVEN NAMES | Carolyn |
| FAMILY NAME | Rovee‐Collier |
| SIGNATURE | COLLIER C R |
| AFFILIATIONS | Rutgers, the State University of New Jersey |
| VERIFIED | No |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 31 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1981 |
| LATEST PUBLICATION YEAR | 2015 |
| H-INDEX | 3 |
Prenatal and Infant Development: Overview, Current Trends, Future Directions
Multiple memory systems are unnecessary to account for infant memory development: An ecological model
How the memory of adults evolves from the memory abilities of infants is a central problem in cognitive development. The popular solution holds that the multiple memory systems of adults mature at different rates during infancy. The early-maturing system (implicit or nondeclarative memory) functions automatically from birth, whereas the late-maturing system (explicit or declarative memory) functions intentionally, with awareness, from late in the…
Retrieval Protracts Deferred Imitation by 6‐Month‐Olds
Past research using a deferred imitation task has shown that 6‐month‐olds remember a 3‐part action sequence for only 1 day. The concept of a time window suggests that there is a limited period within which additional information can be integrated with a prior memory. Its width tracks the forgetting function of the memory. This study asked if retrieving the memory of the modeled actions at the end of the time window protracts its retention, if the…
Latent Learning and Deferred Imitation at 3 Months
Young infants spend most of their waking time looking around, but whether they learn anything about what they see is unknown. We used a sensory preconditioning paradigm and a deferred imitation task to assess if 3‐month‐olds formed a latent association between 2 objects (S 1 , S 2 ) that they merely saw together. Because infants cannot perform the imitation task until 6 months, we maintained the latent memory with periodic reminders until then, w…
Measuring Infant Memory: A Critical Commentary
Time windows in cognitive development
The problem of integrating new information with old is fundamental to the development of cognition. The solution to this problem underlies establishment of the knowledge base, learning, category formation and expansion, the modification and selective strengthening of memories, language acquisition, access to information after very long intervals, and individual differences in a number of different domains. This article introduces a new construct,…
Developmental changes in the interface between perception and memory retrieval
Four experiments examined how perception affects delayed recognition, visual pop out, and memory reactivation (priming) at 6 months. Infants discriminated cues (Ls, Ts, and + s) differing in spatial arrangement or number of primitive perceptual units (textons) or both in a delayed recognition task and exhibited adultlike visual pop-out effects in a priming task. Performance at 6 months resembled that at 3 months and adult preattentive processing.…
Perception and 24-hour retention of feature relations in infancy
The study examined whether the perception and retention of feature relations, thought to be critical for object recognition in adults, are evident early in infancy. Three-month-olds' 24-hr retention was disrupted when correlated features were recombined, indicating that they not only encode feature relations but also remember them for substantial periods of time. However, relations involving the relative location of features within objects were f…
Perceptual identification of contextual attributes and infant memory retrieval
The contribution of specific contextual attributes to recognition of a well-learned cue was examined in four experiments with 6-month-olds. 24 h after learning to move a given mobile in a distinctive visual surround by kicking, recognition of the training cue was tested in either the original context or in one in which only a single contextual attribute was altered. retrieval was completely disrupted by all form changes involving the deletion of …
Developmental changes in the time-dependent nature of memory retrieval
Six-month-old infants trained in an operant conditioning procedure were allowed to forget the contingency and were presented with a reminder in a memory-reactivation paradigm. The time course of memory retrieval after the reminder, the relation between the forgetting functions of the newly acquired and the reactivated memory, and the potential contribution of the context to retention after long delays were investigated
Determinants of retention in 8-week-old infants
Alleviated forgetting of a learned contingency in 8-week-old infants
Reactivation of a visual discrimination in early infancy
Time windows in cognitive development
The problem of integrating new information with old is fundamental to the development of cognition. The solution to this problem underlies establishment of the knowledge base, learning, category formation and expansion, the modification and selective strengthening of memories, language acquisition, access to information after very long intervals, and individual differences in a number of different domains. This article introduces a new construct,…
Determinants of retention in 8-week-old infants
Multiple memory systems are unnecessary to account for infant memory development: An ecological model
How the memory of adults evolves from the memory abilities of infants is a central problem in cognitive development. The popular solution holds that the multiple memory systems of adults mature at different rates during infancy. The early-maturing system (implicit or nondeclarative memory) functions automatically from birth, whereas the late-maturing system (explicit or declarative memory) functions intentionally, with awareness, from late in the…
Developmental changes in the time-dependent nature of memory retrieval
Six-month-old infants trained in an operant conditioning procedure were allowed to forget the contingency and were presented with a reminder in a memory-reactivation paradigm. The time course of memory retrieval after the reminder, the relation between the forgetting functions of the newly acquired and the reactivated memory, and the potential contribution of the context to retention after long delays were investigated
Developmental changes in the interface between perception and memory retrieval
Four experiments examined how perception affects delayed recognition, visual pop out, and memory reactivation (priming) at 6 months. Infants discriminated cues (Ls, Ts, and + s) differing in spatial arrangement or number of primitive perceptual units (textons) or both in a delayed recognition task and exhibited adultlike visual pop-out effects in a priming task. Performance at 6 months resembled that at 3 months and adult preattentive processing.…
Perceptual identification of contextual attributes and infant memory retrieval
The contribution of specific contextual attributes to recognition of a well-learned cue was examined in four experiments with 6-month-olds. 24 h after learning to move a given mobile in a distinctive visual surround by kicking, recognition of the training cue was tested in either the original context or in one in which only a single contextual attribute was altered. retrieval was completely disrupted by all form changes involving the deletion of …
Alleviated forgetting of a learned contingency in 8-week-old infants
Perception and 24-hour retention of feature relations in infancy
The study examined whether the perception and retention of feature relations, thought to be critical for object recognition in adults, are evident early in infancy. Three-month-olds' 24-hr retention was disrupted when correlated features were recombined, indicating that they not only encode feature relations but also remember them for substantial periods of time. However, relations involving the relative location of features within objects were f…
Reactivation of a visual discrimination in early infancy
Reactivation of a visual discrimination in early infancy
Alleviated forgetting of a learned contingency in 8-week-old infants
Determinants of retention in 8-week-old infants
Developmental changes in the time-dependent nature of memory retrieval
Six-month-old infants trained in an operant conditioning procedure were allowed to forget the contingency and were presented with a reminder in a memory-reactivation paradigm. The time course of memory retrieval after the reminder, the relation between the forgetting functions of the newly acquired and the reactivated memory, and the potential contribution of the context to retention after long delays were investigated
Perceptual identification of contextual attributes and infant memory retrieval
The contribution of specific contextual attributes to recognition of a well-learned cue was examined in four experiments with 6-month-olds. 24 h after learning to move a given mobile in a distinctive visual surround by kicking, recognition of the training cue was tested in either the original context or in one in which only a single contextual attribute was altered. retrieval was completely disrupted by all form changes involving the deletion of …
Developmental changes in the interface between perception and memory retrieval
Four experiments examined how perception affects delayed recognition, visual pop out, and memory reactivation (priming) at 6 months. Infants discriminated cues (Ls, Ts, and + s) differing in spatial arrangement or number of primitive perceptual units (textons) or both in a delayed recognition task and exhibited adultlike visual pop-out effects in a priming task. Performance at 6 months resembled that at 3 months and adult preattentive processing.…
Perception and 24-hour retention of feature relations in infancy
The study examined whether the perception and retention of feature relations, thought to be critical for object recognition in adults, are evident early in infancy. Three-month-olds' 24-hr retention was disrupted when correlated features were recombined, indicating that they not only encode feature relations but also remember them for substantial periods of time. However, relations involving the relative location of features within objects were f…
Time windows in cognitive development
The problem of integrating new information with old is fundamental to the development of cognition. The solution to this problem underlies establishment of the knowledge base, learning, category formation and expansion, the modification and selective strengthening of memories, language acquisition, access to information after very long intervals, and individual differences in a number of different domains. This article introduces a new construct,…
Measuring Infant Memory: A Critical Commentary
Retrieval Protracts Deferred Imitation by 6‐Month‐Olds
Past research using a deferred imitation task has shown that 6‐month‐olds remember a 3‐part action sequence for only 1 day. The concept of a time window suggests that there is a limited period within which additional information can be integrated with a prior memory. Its width tracks the forgetting function of the memory. This study asked if retrieving the memory of the modeled actions at the end of the time window protracts its retention, if the…
Latent Learning and Deferred Imitation at 3 Months
Young infants spend most of their waking time looking around, but whether they learn anything about what they see is unknown. We used a sensory preconditioning paradigm and a deferred imitation task to assess if 3‐month‐olds formed a latent association between 2 objects (S 1 , S 2 ) that they merely saw together. Because infants cannot perform the imitation task until 6 months, we maintained the latent memory with periodic reminders until then, w…
Multiple memory systems are unnecessary to account for infant memory development: An ecological model
How the memory of adults evolves from the memory abilities of infants is a central problem in cognitive development. The popular solution holds that the multiple memory systems of adults mature at different rates during infancy. The early-maturing system (implicit or nondeclarative memory) functions automatically from birth, whereas the late-maturing system (explicit or declarative memory) functions intentionally, with awareness, from late in the…
Prenatal and Infant Development: Overview, Current Trends, Future Directions
Psychology (13 works) · Developmental psychology (12 works) · Child and Animal Learning Development (11 works) · Cognitive psychology (11 works) · Memory Processes and Influences (6 works) · Neuroscience (6 works) · Cognition (5 works) · Language Development and Disorders (4 works) · Memory and Neural Mechanisms (4 works) · Perception (4 works)