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Amount of training and retention by infants
Author(s) -
Ohr Phyllis S.,
Fagen Jeffrey W.,
RoveeCollier Carolyn,
Hayne Harlene,
Vander Linde Eleanor
Publication year - 1989
Publication title -
developmental psychobiology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.055
H-Index - 93
eISSN - 1098-2302
pISSN - 0012-1630
DOI - 10.1002/dev.420220106
Subject(s) - psychology , session (web analytics) , training (meteorology) , retention time , audiology , generality , developmental psychology , medicine , computer science , chemistry , physics , chromatography , world wide web , meteorology , psychotherapist
In studies of animals and adult humans, more training typically leads to better retention. The generality of this finding was assessed in two studies with human infants in which amount of training was manipulated in two different ways. In the first study, 3‐month‐olds were trained for either 1, 2, or 3 sessions, each 9 min long; in the second, they were trained for a single session that was either 6, 9, 12, or 18 min long. Retention of independent groups was measured after delays ranging from 1 to 21 days. In both studies, different amounts of training did not yield group differences on any of the standard measures of acquisition or after a retention interval of 1 day. After intervals of a week or longer, however, more training led to better retention. Across studies, the long‐term retention of groups that were trained for the same amount of time differed. We speculate that subjects learn different things in these two training regimens.