Mismatching Amodal Redundancy Inhibits Operant Learning in 5-month-old Infants
Identifieur interne : 001660 ( Pmc/Checkpoint ); précédent : 001659; suivant : 001661Mismatching Amodal Redundancy Inhibits Operant Learning in 5-month-old Infants
Auteurs : Kimberly S. Kraebel ; Kelly ArmstrongSource :
- Infant behavior & development [ 0163-6383 ] ; 2012.
Abstract
The current study examined the functional role redundant amodal information plays in an operant learning task in 5-month-old human infants. Prior studies have suggested that both simple and complex learning processes (discrimination, associative conditioning) are facilitated when amodal information is presented redundantly across sensory modalities. These studies, however, did not test whether the amodal information had to be similar across modalities for facilitation to occur. The current study examined how both matching and mismatching redundant amodal information about the shape of an object would influence learning of an operant response in human infants. Infants learned an operant kick response to move a mobile of cylinders while either holding a cylinder, a rectangular cube, or no object. Kick rate served as the dependent measure. The results showed that infants given mismatching redundant amodal information (e.g., viewed cylinders while holding a rectangular cube) showed inhibited operant learning. These results extend the Intersensory Redundancy Hypothesis by demonstrating that amodal redundancy can function in some instances to inhibit complex learning processes.
Url:
DOI: 10.1016/j.infbeh.2012.04.004
PubMed: 22721736
PubMed Central: 3409334
Affiliations:
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<front><div type="abstract" xml:lang="en"><p id="P2">The current study examined the functional role redundant amodal information plays in an operant learning task in 5-month-old human infants. Prior studies have suggested that both simple and complex learning processes (discrimination, associative conditioning) are facilitated when amodal information is presented redundantly across sensory modalities. These studies, however, did not test whether the amodal information had to be similar across modalities for facilitation to occur. The current study examined how both matching and mismatching redundant amodal information about the shape of an object would influence learning of an operant response in human infants. Infants learned an operant kick response to move a mobile of cylinders while either holding a cylinder, a rectangular cube, or no object. Kick rate served as the dependent measure. The results showed that infants given mismatching redundant amodal information (e.g., viewed cylinders while holding a rectangular cube) showed inhibited operant learning. These results extend the Intersensory Redundancy Hypothesis by demonstrating that amodal redundancy can function in some instances to inhibit complex learning processes.</p>
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<front><journal-meta><journal-id journal-id-type="nlm-journal-id">7806016</journal-id>
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<journal-id journal-id-type="nlm-ta">Infant Behav Dev</journal-id>
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<contrib-group><contrib contrib-type="author"><name><surname>Kraebel</surname>
<given-names>Kimberly S.</given-names>
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<contrib contrib-type="author"><name><surname>Armstrong</surname>
<given-names>Kelly</given-names>
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<aff id="A1">SUNY Cortland</aff>
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<author-notes><corresp id="FN1">Correspondence concerning this article should be addressed to Kimberly S. Kraebel, Old Main 132, Department of Psychology, SUNY Cortland, Cortland, NY 13045. <email>Kimberly.Kraebel@cortland.edu</email>
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<fn id="FN2"><p>Kimberly S. Kraebel, Department of Psychology, SUNY Cortland</p>
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<pub-date pub-type="nihms-submitted"><day>20</day>
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<year>2012</year>
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<month>6</month>
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<pub-date pub-type="ppub"><month>6</month>
<year>2012</year>
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<pub-date pub-type="pmc-release"><day>19</day>
<month>6</month>
<year>2013</year>
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<volume>35</volume>
<issue>3</issue>
<fpage>360</fpage>
<lpage>368</lpage>
<permissions><copyright-statement>© 2012 Elsevier Inc. All rights reserved.</copyright-statement>
<copyright-year>2012</copyright-year>
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<abstract><p id="P2">The current study examined the functional role redundant amodal information plays in an operant learning task in 5-month-old human infants. Prior studies have suggested that both simple and complex learning processes (discrimination, associative conditioning) are facilitated when amodal information is presented redundantly across sensory modalities. These studies, however, did not test whether the amodal information had to be similar across modalities for facilitation to occur. The current study examined how both matching and mismatching redundant amodal information about the shape of an object would influence learning of an operant response in human infants. Infants learned an operant kick response to move a mobile of cylinders while either holding a cylinder, a rectangular cube, or no object. Kick rate served as the dependent measure. The results showed that infants given mismatching redundant amodal information (e.g., viewed cylinders while holding a rectangular cube) showed inhibited operant learning. These results extend the Intersensory Redundancy Hypothesis by demonstrating that amodal redundancy can function in some instances to inhibit complex learning processes.</p>
</abstract>
<kwd-group><kwd>Amodal redundancy</kwd>
<kwd>Operant learning</kwd>
<kwd>Inhibition</kwd>
<kwd>Multisensory processing</kwd>
<kwd>Shape</kwd>
<kwd>Human infants</kwd>
</kwd-group>
<funding-group><award-group><funding-source country="United States">National Institute of Child Health & Human Development : NICHD</funding-source>
<award-id>R03 HD048420-01A2 || HD</award-id>
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<name sortKey="Kraebel, Kimberly S" sort="Kraebel, Kimberly S" uniqKey="Kraebel K" first="Kimberly S." last="Kraebel">Kimberly S. Kraebel</name>
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