国际自盟内存和开发实验室的作者感谢议员对这个手稿的草案提出意见，以及他们与稿件准备提供援助。

这里提供的管理指令相似先前已通过伦理委员会在加州大学欧文分校的批准。 1.设备<ol><li>测试参与者在有三把椅子（一个用于研究，一个是父母，一个为孩子）成人大小的表中的儿童安全空间。另外，在自己的桌子或由研究人员提供了一种便携式测试表在自己家中的孩子。 </li><li>使用摄像机放置在三脚架上，记录孩子（音频和视频），因为他/她在研究中参与。放置摄像机使得记录清楚地显示了参与者和他/她的凝视的对象，以及作为每个已完成的目标的行动。 </li></ol> 2.测试程序<ol><li>暖身<ol><li>从成人大小的表研究者座椅的儿童正对面。坐在孩子们在圈Ø年龄超过13个月FA的父母。坐在除非他们要求坐在父母的腿上附加到一个成人大小的椅子辅助座椅年龄较大的儿童。如果孩子是在加高座椅坐姿，坐在父母在餐桌旁的孩子。 </li><li>从事与无关的研究与年龄相适应的玩具玩耍的小孩，以便与开发人员测试环境建立的舒适度。接下来，显示年轻的孩子超过13个月如何把捏成顶部或市售的形状分选玩具时说，叙述的动作侧26,27,43"放入" - 45年长给儿童塑料球和苗条。滚动桌子对面的球，而说"滚吧"，然后把球紧身内一边说，"把它"。 </li><li>让孩子有机会模仿前陆续开展每个示范的两倍。 </li><li>着手一旦孩子互动和共享的玩具研究者。 </li></ol></li><li>底线<ol><li>放顺序材料表上的第一事件;确保相同的标准化顺序跨参与者使用。 </li><li>按道具对孩子同时提供了一般口头提示，鼓励与序列的材料，如联动"你可以用这个东西做什么？"。 </li><li>提供积极强化的孩子与道具互动，无论是当他/她将执行目标的行动，当他/她与序列材料更普遍参与。例如，说:"干得好！"或"这是一个不错的主意！"随着孩子的探索道具。如果孩子不与第一序列在基线相互作用，重复第2.1.2节。 </li><li>如果孩子出现心烦意乱，在试图拨打他/她的名字或点击该序列材料，他/她的注意力转向了任务。28确保道具不在的方式，被窃听提示目标行动或其完成的顺序。避免使用该建议时序信息的短语，比如"你做？"还是"然后呢？"。 </li><li>允许孩子比1.5之间13个月2分钟更年轻的道具互动26,27,43 - 45终止基准期为年龄较大的儿童当孩子重复或关闭任务的行为，如唱衰道具，反复敲打从事他们在桌子上，或删除他们在地板上。28,31,33,42模型测试该序列的基础阶段之后每个序列立即被终止。 </li></ol></li><li>序列建模<ol><li>把序列回料表中的研究者的一面。 </li><li>返回序列材料到其原始，在研究者的腿上标准化职位（所以孩子不能看到什么研究人员正在做），并把它们放回桌上。 </li&gt; <li>做与孩子的目光接触。用婴儿定向语音的序列的名称提供他/她。例如，对于事件做一个振荡器，说:"我可以用这个东西做一个振荡器。看我怎么做一个振荡器这个东西。" </li><li>执行与叙述每个目标的行动。事件做一个振荡器，把块到一边说两个嵌套杯子，一个"块放。"支付与其他嵌套一只杯子，一边说，"盖不起来。"摇动组装设备一边说，"摇了！"。 </li><li>把所有的道具放回桌上，让有孩子的眼神接触，并说，"这就是我做这个东西摇床！"。 </li><li>确保儿童手表研究者完成每个证明​​的行动。如果孩子出现心烦意乱，见2.2.4。 </li><li>返回序列物料到原来的位置，如第2.3.2指示。 </li><li>再模型次完成事件序列一次（2示威总数）作为第2.3.3，2.3.4，2.3.5，2.3.6和所需的指示行动ê。 </li><li>如果立即仿不允许，重复第2.2，2.3和2.4的每个轮流剩余事件序列。 </li></ol></li><li>立即仿<ol><li>把序列回料表中的研究者的一面。 </li><li>返回序列材料到其原始的，标准化的位置（所以孩子不能看到什么研究人员正在做），并把它们放回桌上。 </li><li>推道具朝向儿童，同时提供事件序列作为检索线索的名称。例如，在测试为做一个振荡器直接模仿的时候，说:"你可以用这个东西，使振动筛，你怎么做一个振荡器只是像我一样？" </li><li>让孩子年龄超过13个月1.5和2分钟，用道具互动岁之间。26,27,43,44终止仿期大孩子，当孩子在2.2.5节中列出的重复或关闭任务的行为啮合。28,31,33,42 </li><li>提供积极强化作为孩子的第2.2.3节表示与序列相互作用。 </li><li>重复第2.2.4节，如果孩子出现在模仿期间分心。 </li><li>如果立即仿被允许，重复第2.2，2.3和2.4的每个轮流剩余事件序列。 </li></ol></li><li>额外再曝光会话（之后周天的延时） <ol><li>完成第2.1.2节中描述的热身过程。 </li><li>再模型作为第2.3节所包含的事件序列。 </li><li>如果直接模仿是允许的，如第2.4节所述完成对直接模仿的过程。如果直接模仿是不允许的，让孩子与序列之间的示威市售分心的玩具，以马玩intain他/她的任务的兴趣。26,28,43,46 </li><li>重复第2.5.2和2.5.3每个又将剩下的事件序列。 </li></ol></li><li>延迟回忆<ol><li>完成第2.1.2节中描述的热身过程。 </li><li>放顺序材料表上的第一事件;确保相同的标准顺序是横跨参与者和会话使用。 </li><li>推道具朝向儿童，同时提供事件序列作为检索线索的名称。例如，在测试的制作摇床延迟回忆时说:"你可以用这个东西做一个振荡器。你怎么做这个东西摇床？"。 </li><li>让孩子年龄超过13个月1.5和2分钟之间旧的道具互动26,27,43 - 45终止仿期大孩子，当孩子在重复或关闭任务中的第2.2.5所列行为从事。28,31,33,42 </sup&gt;参与者可能或在延迟回忆期限不得复制所表现出的目标的行动。 </li><li>提供积极强化作为孩子的第2.2.3节表示与序列相互作用。 </li><li>重复第2.2.4节，如果孩子出现在延迟回忆期间分心。 </li><li>重复2.6.2节2.6.6通过对每个又将剩下的事件序列。 </li></ol></li><li>数据编码和减少<ol><li>创建每个事件编码规则。编码规则表包括当孩子接受信用为完成一个动作，当信用证未授予的描述。当孩子达到了研究人员演示的动作奖信用卡或当孩子显然试图完成的动作（意向可以部分通过观察孩子的目光来决定）。重要的是，在所有的情况下，写编码规则，使得儿童可以完成任何顺序的目标的行动。 </li><li>创建数据编码片，该目录的每个包括事件序列和每个事件的可能的步骤的。 </li><li>有已经由主要研究者或高级实验室成员以前被编码的研究助理码视频。 </li><li>在观看视频，圈在其中行动产生的时间顺序孩子完成每一个目标的行动。 </li><li>通过分配加上每个协议，并负每个分歧比较规范。列车研究助理最多的连续三个参与者至少90％可靠性标准允许它们编码的研究数据之前。 </li><li>通过将协议的总数的代码的总数计算的整体可靠性。更常见的是，可靠性是通过只计算每个编码动作的第一次出现的编码，以便减少接收的信用为偶然或试错26执行的动作的可能性。 - 28,31,33,42 - <sup&gt; 45 </li><li>有训练有素的编码器得分其余视频或有测试代码中的数据，因为他们收集（当参与者13个月或更大29,31只推荐）。 </li><li>减少数据，以确定在试验（例如，基线，立即仿，和延迟回忆）的各相目标的行动和对的每个事件产生的操作的数目。只有每个目标的行动中第一次出现的数据还原过程中通常被认为从而减少授予信用偶然或审判和错误产生行动的可能性。28计数的那通过序列编码的唯一目标操作数（ 3-1-2-3）:例如，如果他/她制作的动作下列顺序的参与者将获得3分的目标的行动。 </li><li>计数对的仅考虑第一时间完成每个目标的动作，当通过序列已完成的动作的数目（例如，一个参与者将接收1对如果他动作的得分/她制作的动作顺序如下:3-1-2-3;参与者也将获得得分1对行动，如果他/她制作的动作顺序如下:1-3-2-1）。 注意:可能的目标的行动的最大数目是序列中的总步数，而对动作的最大次数是目标的行动可能减一的最大数量。 </li><li>创建表明在测试的每个阶段进行（基线，立即模仿，延迟回忆，例如）目标操作数的平均值，并为每个条件（如适用）。 注意:引发仿程序施用并以相同的方式研究是否使用与启用，混合，或任意关联序列得到28。 </li></ol></li></ol><img alt="图2" src="/files/ftp_upload/53347/53347fig2.jpg" /> 图2: </STRONG&gt; 样本数据编码表的三步启用事件序列做一个振荡器。这三个目标的行动（"放入"，"掩饰"和"摇"）显示多个次，每次三个阶段测试（基线，立即模仿，延迟回忆）的。空间也提供给记录目标的行动和对在每个阶段完成的操作数。 <a href="https://jove.unicartagenaproxy.elogim.com/files/ftp_upload/53347/53347fig2large.jpg" target="_blank">请点击此处查看该图的放大版本。</a>

作者什么都没有透露。

在过去的30年中，许多研究人员已经使用引起或延迟仿制程序检查召回内存在婴儿期和幼儿的发展。仿程序的一个优点是，它们是高度通用的:因此，它们可以被修改并适应于回答有关认知发展的各种问题。例如，被诱发仿制过程已经结合识别记忆的电生理指标组合施用，以便检查编码和整合/存储过程和长期召回之间的关系;被诱发模仿的过程一直受到小程序的修改，允许对被称为行政职能认知能?...

回忆记忆的重要性不能被夸大了:这种能力让人们对他们一天的世俗方面，例如在他们的牙医约好当天上午，还有自己最显著的生活事件，发生了什么报告，如他们的婚礼当天或一天他们的孩子出生了。了解这种能力的发展却是复杂的，在用于检查不可与语前婴儿和儿童的研究中使用成人召回记忆口头报告的方法。为此，研究人员开发被称为诱发或延迟模仿学习召回内存之前的婴幼儿可使用的语言讨论过去的行为方式。该原稿描述了从6至24个月的年龄实现与婴儿和儿童的诱发或延迟的模仿程序的一个版本的步骤。所描述的过程是，因为它允许对存储器为单个元件及装置的评估独特事件的经济需求以及内存时序信息。 伯爵是最早表明，递延模仿是表征能力的指标。1他根据这个结论部分基于他自己的孩子的观察。例如，伯爵报告说，他16个月大的女儿杰奎琳，重新制定发脾气，她看到前面表现出约12小时的一个朋友。重要的是，杰奎琳在没有她的朋友的和相对长的延迟之后模仿该事件。由于这些原因，皮亚杰报道，杰奎琳必须编码，并保持着事件的表示，这样她可以延迟一段时间后重新制定它，在没有持续的感性支持她早前曾亲眼目睹。在此基础上观察和其他人，皮亚杰指出，回忆过去的能力在生命的第二年出现，为孩子们同时开发搞象征性的再版的能力esentation（如语言的进步证明，假装打）。 最近，引起或延迟仿制过程已经被标准化，现在广泛用于研究召回存储器和相关的能力在语前和早期口头儿童。在通过Patricia鲍尔开发的过程，2,3-参与者用来为一个短暂基线期间创建的事件的一个新的序列的三维材料相互作用。一位研究人员然后演示如何完成事件的顺序，经常用旁白。或者立即（立即仿）或延迟为数分钟至数月（延迟仿）后，参与者被允许的机会，以模仿。这些数据进行编码，以确定孩子是否执行（一）证明行为及（b）它们是否相对正确的时间顺序产生的基线或相对于在同一会议上提出新的控制序列（见参考文献<suP&gt; 4的附加 ​​信息）。可比但不同的仿程序已经开发和其他研究人员，包括安德鲁Meltzoff 5和Harlene海恩使用。6,7- 已经提出的多个参数，表明内存引起的或延迟仿制过程中所评估的类型是声明或明确的性质（而不是非陈述或隐含的，看到在多个存储系统的角度参考8信息）。虽然相关参数的详尽列表可以在其他资料中找到，9 -这里提供了14主要点三。一个迹象表明，内存的类型被评估是明确的性质或声明的是，孩子们谈论他们一旦获得对语言访问是在模仿过程的环境行为学经历的事件; 15,16因为隐含的还是非陈述性记忆不能用语言来访问，后来口头无障碍的证据表明，内存受调查的类型是声明的或明确的。另一种说法是与损坏内侧颞叶17或18海马个人的年龄相适应的仿制任务受损。由于声明的或明确的回忆依靠海马和相关的颞叶内侧结构的运作，通过与脑损伤这些地区的个人性能降低19证据表明，内存评估类型是声明的或明确的。第三个参数，表明仿评估有召回记忆，特别是有没有可用的感性支持CUE内存时序信息。13虽然序列材料本身可能有助于线索对单个目标的行动召回，使用道具来完成事件提供任何有用的信息，作为对tempor人顺序目标的行动必须完成。因此，时序信息必须在活动示范进行编码，并保持一段时间。出于这些原因，引起模仿过程通常被认为是黄金标准在动词前和早期语言的婴儿和儿童（请参阅参考资料10,13,14,20 - 22）学习召回内存。 被诱发模仿程序使用已经了解了前三年生活的回忆记忆的进步提供了坚实的基础。如在前面的评论所讨论的，4,23,24发展召回在在其上的记忆保留的时间的持续时间和在建立记忆的鲁棒性是显而易见的。在期限方面，研究人员表示，6个月大的婴儿召回长达24小时的3步事件序列中的一个步骤。6,25的时候婴儿9个月的年龄，他们记住的个人目标的行动S中的包含1个月。-26,27-记忆性的时间顺序的信息的两步骤事件序列是不太可靠的，使得只有约50％的婴儿记得，其中的两步骤序列先前证实的顺序。当婴儿10月龄，内存为个人目标的行动将保留6个月的时间顺序信息保存3个月。27，只有10个月后，当孩子20个月的年龄，内存的时序信息的证据在明显的12个月的持续时间（甚至可能更长的时间是显而易见的- 12个月结束，与会者28测试持续时间最长）。 当考虑召回的鲁棒性，年龄相关的变化中，以支持保留所需的曝光数和灵活运用了解到信息的能力是显而易见的。例如，6个月大的孩子需要多达6暴露在24小时德拉以证明记忆Y，6而20个月的孩子只需要一个曝光后29 1个月。在代表性灵活性方面表现出的召回，12个月大的孩子不跨越典范，只有颜色不同概括他们的学习。十八个月婴儿概括他们学习横跨区别仅在颜色提示，但是当新范例两种颜色和形式不同没有表现出一般化。在第21个月内，但是，在整个线索泛化较为稳健，这样的孩子学习灵活应用到两个方面有所不同的新典范7此外，研究表明，泛化是不是天生的遗忘:孩子保留有关的特定功能的信息原来的事件，因为他们灵活运用学习的新情况。30,31 这个手稿的目标是描述由鲍尔详细开发的仿引起程序。本文所描述的方法是独特的该程序允许这两个存储器中以供研究者以及内存的时间顺序展示了个人的行动进行评估。正如前面所指出的，要注意的是有个别道具内目前还没有感知信息提示所处的具体行动应完成顺序很重要。因此，内存对在正确的时间顺序完成的操作是相召回个​​人目标的行动再现了更为严格的测试。 被诱发仿过程中使用的三维刺激通常是由市售的玩具创建或构造出的塑料和/或木材。刺激描绘了要么是小说参与者事件（如制作的锣或旋转木马轮），或与孩子可能以前有过体验活动（如喂养婴儿，或把一个玩具熊睡觉;见2,3,32的研究，比较记忆p变量erformance熟悉的小说与事件）。事件序列进一步分为通过使关系，具有任意协会被约束，或混合，使得它们包括被通过启用关系和其他人在本质上是任意的链接的一些步骤。通过使关系约束序列的步骤必须在序列结束状态显现（虽然序列必须构造，让孩子们可以执行所有以任意顺序的行动）指定的时间顺序来完成。 图1显示了三由33实现关系。约束对于研究儿童超过20个月的年龄年轻-step事件序列，通过使关系约束序列是最经常使用的，因为这些年龄段的孩子展示机会的性能（ 即 ，完成了不到50％所表现出的对与任意协会序列行动; 34见参考文献2,28,32，35 - 37研究，比较不同的序列制约事件记忆性能）。 <img alt="图1" src="/files/ftp_upload/53347/53347fig1.jpg" /> 图1:三步启用事件序列做一个振荡器的示例左侧面板显示把块到嵌套一只杯子的第一步;中间面板显示组装嵌套杯的第二步骤;右图显示摇动组装设备的第三步骤。目标行动必须在为序列最终状态的正确的时间顺序来执行，以实现，尽管序列的材料构成，使得操作可以以任何顺序完成。从引用的许可转载的标题的图和部分。33,42 <a href="https://jove.unicartagenaproxy.elogim.com/files/ftp_upload/53347/53347fig1large.jpg" target="_blank">普莱斯</a>e单击此处查看该图的放大版本。 被诱发仿过程是最经常使用与婴幼儿从6至24个月不等的年龄（尽管方法改变可制成以容纳较大的儿童和成人17,18的测试）。通常，开发或控制的参与者通常招募，使他们在长期（38±2周）出生并没有经历过任何产前或围产期情况，可能大脑发育产生负面影响，并召回记忆，如早产38,39条件和妊娠糖尿病40,41已经降低召回有关。此外，研究人员应该意识到参与者33,42如果口头标签将序列演示过程中或作为检索线索使用的母语。

<table><tbody><tr><td>Camcorder</td><td>Canon</td><td>VIXIA HF R600 HD Flash Memory Camcorder</td><td>Any commercially-available camcorder that records in color and has audio will suffice</td></tr></tbody></table>

examining recall memory in infancy and early childhood using the elicited imitation paradigm

The ability to recall the past allows us to report on details of previous experiences, from the everyday to the significant. Because recall memory is commonly assessed using verbal report paradigms in adults, studying the development of this ability in preverbal infants and children proved challenging. Over the past 30 years, researchers have developed a non-verbal means of assessing recall memory known as the elicited or deferred imitation paradigm. In one variant of the procedure, participants are presented with novel three-dimensional stimuli for a brief baseline period before a researcher demonstrates a series of actions that culminate in an end- or goal-state. The participant is allowed to imitate the demonstrated actions immediately, after a delay, or both. Recall performance is then compared to baseline or to performance on novel control sequences presented at the same session; memory can be assessed for the individual target actions and the order in which they were completed. This procedure is an accepted analogue to the verbal report techniques used with adults, and it has served to establish a solid foundation of the nature of recall memory in infancy and early childhood. In addition, the elicited or deferred imitation procedure has been modified and adapted to answer questions relevant to other aspects of cognitive functioning. The broad utility and application of imitation paradigms is discussed, along with limitations of the approach and directions for future research.

最近引起模仿研究调查了孩子语言的理解是否放缓在顺序演示使用支持成人语言之间的关系时召回在编码（立即模仿）和延迟回忆1周后行为上的评估。33十六个月大的孩子已提交与受使关系约束6新颖的3步事件序列。短暂的基准期之后，研究人员展示了各自在三个不同条件的两个事件序列。在最大支持状态建模的序列与为特定于这些事件，该序列的两个名称和包括...

Watch this Scientific Journal Video about Examining Recall Memory in Infancy and Early Childhood Using the Elicited Imitation Paradigm at JoVE.com

Examining Recall Memory in Infancy and Early Childhood Using the Elicited Imitation Paradigm

The elicited imitation procedure was established to examine the development of recall memory in infancy and early childhood. This procedure has been widely used to establish a solid foundation of the nature of recall memory in infancy and early childhood.

使用仿引起范式检查召回内存在婴幼儿时期

The ability to recall the past allows us to report on details of previous experiences, from the everyday to the significant. Because recall memory is ...

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33.7K 次观看.  University of California-Irvine. The elicited imitation procedure was established to examine the development of recall memory in infancy and early childhood. This procedure has been widely used to establish a solid foundation of the nature of recall memory in infancy and early childhood.

视频: Examining Recall Memory in Infancy and Early Childhood Using the Elicited Imitation Paradigm

A Novel Experimental and Analytical Approach to the Multimodal Neural Decoding of Intent During Social Interaction in Freely-behaving Human Infants

Understanding typical and atypical development remains one of the fundamental questions in developmental human neuroscience. Traditionally, experimental paradigms and analysis tools have been limited to constrained laboratory tasks and contexts due to technical limitations imposed by the available set of measuring and analysis techniques and the age of the subjects. These limitations severely limit the study of developmental neural dynamics and associated neural networks engaged in cognition, perception and action in infants performing &#8220;in action and in context&#8221;. This protocol presents a novel approach to study infants and young children as they freely organize their own behavior, and its consequences in a complex, partly unpredictable and highly dynamic environment. The proposed methodology integrates synchronized high-density active scalp electroencephalography (EEG), inertial measurement units (IMUs), video recording and behavioral analysis to capture brain activity and movement non-invasively in freely-behaving infants. This setup allows for the study of neural network dynamics in the developing brain, in action and context, as these networks are recruited during goal-oriented, exploration and social interaction tasks.

This protocol presents a novel methodology for the neural decoding of intent from freely-behaving infants during unscripted social interaction with an actor. Neural activity is acquired using non-invasive high-density active scalp electroencephalography (EEG). Kinematic data is collected with inertial measurement units and supplemented with synchronized video recording.

在自由，表现人类婴儿一种新的实验和分析方法意向的多模态神经解码期间社会互动

Understanding typical and atypical development remains one of the fundamental questions in developmental human neuroscience. Traditionally, experimental ...

科研

行为学

Experience is Instrumental in Tuning a Link Between Language and Cognition: Evidence from 6-  to 7- Month-Old Infants' Object Categorization

At birth, infants not only prefer listening to human vocalizations, but also have begun to link these vocalizations to cognition: For infants as young as three months of age, listening to human language supports object categorization, a core cognitive capacity. This precocious link is initially broad: At 3 and 4 months, vocalizations of both humans and nonhuman primates support categorization. But by 6 months, infants have narrowed the link: Only human vocalizations support object categorization. Here we ask what guides infants as they tune their initially broad link to a more precise one, engaged only by the vocalizations of our species. Across three studies, we use a novel exposure paradigm to examine the effects of experience. We document that merely exposing infants to nonhuman primate vocalizations enables infants to preserve the early-established link between this signal and categorization. In contrast, exposing infants to backward speech &#8212; a signal that fails to support categorization at any age &#8212; offers no such advantage. Our findings reveal the power of early experience as infants specify which signals, from an initially broad set, they will continue to link to cognition.

At 3-4 months, listening to human and nonhuman primate vocalizations boosts infants&#39; cognition; by 6 months, only human vocalizations exert this cognitive advantage. We describe an exposure manipulation that reveals the powerful shaping role of experience as infants specify which sounds to link to cognition and which to tune out.

经验是器乐在调整语言与认知之间的联系:证据的6至7个月大的婴儿对象分类

At birth, infants not only prefer listening to human vocalizations, but also have begun to link these vocalizations to cognition: For infants as young as ...

Using a Classroom-Based Deese Roediger McDermott Paradigm to Assess the Effects of Imagery on False Memories

Associated word list procedures can elicit false memories in predictable ways by inducing associative processing, thus making it harder to monitor the accuracy of memories. The purpose of the method presented here was to induce false memories using lists of either semantically or phonologically related words and to assess the effects of imagery instructions on the recall and recognition of those false memories. To do this, we used a modified version of the Deese Roediger McDermott (DRM) paradigm. We adapted word lists from previous DRM studies to suit imagery procedures and created an automated presentation to present the word lists in classroom settings. We then recruited undergraduate classes and instructed some of the classes to create mental images of the list words as they were being presented, while instructing the other classes to simply remember the words. The automated presentation presented word lists to participants, one word at a time, alternating between phonologically and semantically related lists. Participants used paper-pencil recall packets to immediately recall list items, complete a distractor activity, and take a subsequent final recognition test. Often, participants immediately recalled and later recognized words that were related to the list items but were not actually presented; these are known as critical lures and indicate a false memory. The protocol detailed here describes a four-step procedure - list presentation, immediate recall, distractor phase, and final recognition - that can assess the effects of list type and imagery instruction within the DRM paradigm on memory. The automated nature of the list presentation provides the ability to systematically vary variables of interest, and the paper and pencil method of data collection affords an easily accessible method for collecting data in classroom settings. The protocol also offers options to modify the procedure to a more traditional DRM paradigm without imagery and/or list type manipulations. The use of this protocol can provide results relevant to both classroom learning and cognitive science principles.

The method presented here induced false memories using lists of related words and also assessed the effects of imagery instructions on the recall and recognition of those false memories. This protocol details a modified version of the Deese Roediger McDermott (DRM) paradigm.

利用基于课堂的 deese roediger mcdermott 范式评估意象对虚假记忆的影响

Associated word list procedures can elicit false memories in predictable ways by inducing associative processing, thus making it harder to monitor the ...

Defining the Role Of Language in Infants' Object Categorization with Eye-tracking Paradigms

Assessing infant category learning is a challenging but vital aspect of studying infant cognition. By employing a familiarization-test paradigm, we straightforwardly measure infants&#8217; success in learning a novel category while relying only on their looking behavior. Moreover, the paradigm can directly measure the impact of different auditory signals on the infant categorization across a range of ages. For instance, we assessed how 2-year-olds learn categories in a variety of labeling environments: in our task, 2-year-olds successfully learned categories when all exemplars were labeled&#160;or the first two exemplars were labeled, but they failed to categorize when no exemplars were labeled or only the final two exemplars were labeled. To determine infants&#8217; success in such tasks, researchers can examine both the overall preference displayed by infants in each condition and infants&#8217; pattern of looking over the course of the test phase, using an eye-tracker to provide fine-grained time-course data. Thus, we present a powerful paradigm for identifying the role of language, or any auditory signal, in infants&#8217; object category learning.

Here we present a protocol for familiarization-test paradigms which provide a direct test of infant categorization and help to define the role of language in early category learning.

用眼动跟踪范式界定语言在婴儿对象分类中的作用

Assessing infant category learning is a challenging but vital aspect of studying infant cognition. By employing a familiarization-test paradigm, we ...

A Behavioral Task Modeling 'Everyday Memory' in an Event Arena to Foster Allocentric Representations for Rodents

The event arena provides an optimal platform to investigate learning and memory. The appetitive everyday memory task described in this paper provides a robust protocol for the investigation of episodic and spatial memory in rodents, which specifically fosters allocentric memory representation. Rats are trained to find and dig for food during the encoding phase and, after a time delay, rats are given a choice to find the reward food pellet in the correct location. There are two key elements that promote the use of an allocentric strategy in this protocol: 1) rats start from different start locations within and between sessions, 2) a stable home-base is deployed where rats have to carry their food to eat. By means of these modifications, we effectively encourage the rodents to use allocentric spatial representations to perform the task. In addition, the task provides a good paradigm for within-subject experimental design and allows experimenters to manipulate different conditions to reduce variability. Used in conjunction with behavioral and physiological techniques, the resulting rodent model provides an effective test-bed for future research into memory formation and retention.

The goal of this optimized 'everyday memory' protocol in an event arena was to employ a stable home-base that encourages the use of allocentric spatial representations. This animal model provides an effective test-bed for future research into the formation and retention of event memories using behavioral and physiological techniques.

The event arena provides an optimal platform to investigate learning and memory. The appetitive everyday memory task described in this paper provides a ...

A Familiarization Protocol Facilitates the Participation of Children with ASD in Electrophysiological Research

This paper includes a detailed description of a familiarization protocol, which is used as an integral component of a larger research protocol to collect electroencephalography (EEG) data and Event-Related Potentials (ERPs). At present, the systems available for the collection of high-quality EEG/ERP data make significant demands on children with developmental disabilities, such as those with an Autism Spectrum Disorder (ASD). Children with ASD may have difficulty adapting to novel situations, tolerating uncomfortable sensory stimuli, and sitting quietly. This familiarization protocol uses Evidence-Based Practices (EBPs) to increase research participants&#39; knowledge and understanding of the specific activities and steps of the research protocol. The tools in this familiarization protocol are a social narrative, a visual schedule, the Premack principle, role-playing, and modeling. The goal of this familiarization protocol is to increase understanding and agency and to potentially reduce anxiety for child participants, resulting in a greater likelihood of the successful completion of the research protocol for the collection of EEG/ERP data.

Electrophysiological research is an important tool for identifying biomarkers of developmental disorders, including Autism Spectrum Disorders (ASD), but data collection in these populations remains challenging. This work presents a familiarization protocol to accompany research that includes electroencephalography (EEG) to improve the likelihood of collecting EEG data from children with ASD.

熟悉方案有助于儿童参与电生理研究

This paper includes a detailed description of a familiarization protocol, which is used as an integral component of a larger research protocol to collect ...

神经科学

Using Your Head: Measuring Infants' Rational Imitation of Actions

Source: Laboratories of Judith Danovitch and Nicholaus Noles&#8212;University of Louisville
One of the main challenges of infancy is to learn how to achieve one&#8217;s goals in the world, whether they are to pick up a toy or to express desires to another person, and one of the most powerful tools in this learning process is imitation. However, imitation is not always as simple as copying other people&#8217;s actions; it is also necessary to realize that goals and intentions guide behavior. The world is a complicated place, and the actions that babies imitate are not perfectly presented. For example, consider a baby watching their father drinking from a plastic water bottle. As he picks up the bottle, he accidentally drops it on the floor. He picks it up and dusts it off, before turning the cap and taking a drink. If the baby wants to drink from the bottle on their own, they have to decode this complex set of events and determine which actions are related to their goal. Do they have to drop it and dust it off, or can they simply turn the cap and take a drink?
One way to solve this problem is to view many examples of the same behavior, but some behaviors are rare or different each time they are performed. Thus, it is beneficial for infants to think more about the person they are imitating and less about the specific situation they are observing. If infants assume that others are rational and have goals they are efficiently pursuing, then they can observe a complex event and separate the goal-oriented actions from actions that are incidental or unrelated to their goals. Analyzing the reasons underlying a person&#8217;s behavior allows infants to decide whether it makes sense to imitate that person&#8217;s exact actions or to do things in a simpler or more effective way.
This experiment demonstrates how to measure infant&#8217;s rational imitation of an actor using the methods developed by Meltzoff1 and Gergely, Bekkering, and Kiraly.2

Using Your Head: Measuring Infants&#039; Rational Imitation of Actions

用你的头: 测量婴儿的理性模仿的行动

Source: Laboratories of Judith Danovitch and Nicholaus Noles&#8212;University of Louisville
One of the main challenges of infancy is to learn how to ...

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心理学

发展心理学

Metacognitive Development: How Children Estimate Their Memory

Source: Laboratories of Judith Danovitch and Nicholaus Noles&#8212;University of Louisville
Human memory is fallible, and people often cannot accurately recall what they have seen or heard. Adults are aware of their limited memory capacity, so they use strategies, such as rehearsal and mnemonic devices, to improve their recall of important information. Because adults understand the limits of memory, they know it makes more sense to write down the items on their shopping list rather than to try to remember the items when they get to the store. This ability to think about one&#8217;s own memory is called metamemory. Metamemory is one component of a broader set of cognitive processes that allow humans to think about their own knowledge and thinking, which is called metacognition.
Although young children understand that people have thoughts and a limited amount of knowledge, they often have trouble acknowledging the limits of their own knowledge and cognitive skills. Children&#8217;s ability to accurately estimate their own memory capacity and abilities improves over the elementary school years. One common way of measuring metamemory and its development is by giving children an opportunity to predict how well they can remember something, and then observing how well their prediction matches their actual recall.
This experiment demonstrates how to measure children&#8217;s metamemory based on the methods developed by Shin, Bjorklund, and Beck.1

元认知的发展: 儿童如何估计他们的记忆

Source: Laboratories of Judith Danovitch and Nicholaus Noles&#8212;University of Louisville
Human memory is fallible, and people often cannot accurately ...

Incidental Encoding

Source: Laboratory of Jonathan Flombaum&#8212;Johns Hopkins University

Long-term memory is a critical feature of human cognition, and it has been a prominent focus of research in experimental psychology. Many paradigms designed to tap long-term memory rely on asking participants to learn or study content, then test memory about that content. This is a good approach if one wants to understand how memory supports educational achievement, for example, where explicit study is part of the process. But, in day-to-day life, people often form new memories&#8212;many of which last for a long time&#8212;incidentally. People do not remember what they read in a magazine, the moment a partner was met, or the plot of a favorite story because they try to. Somehow, a good deal of experience just gets encoded into memory as life goes by. To study this side of long-term memory, experimental psychologists use something called an incidental-encoding paradigm.
The paradigm is especially useful for investigating the kinds of experiences that tend to produce strong long-term memories. Researchers think about experiences in terms of the kind of engagement they demand&#8212;personal, purely intellectual, deep, or shallow, for example. The incidental-encoding paradigm can be used to contrast long-term memory formation during different kinds of engagement by varying the cover task used to expose an individual to stimuli. A cover task is a task that a participant is asked to complete without knowing that memory for the stimuli in the task is tested later.
This video demonstrates standard procedures for using the incidental-encoding paradigm and two different cover tasks to investigate long-term memory when explicit study of a stimulus is not demanded.

Incidental Encoding: Investigating Implicit Long-term Memory

偶发编码方式

Source: Laboratory of Jonathan Flombaum&#8212;Johns Hopkins University

Long-term memory is a critical feature of human cognition, and it has been a ...

认知心理学

Memory Development: Demonstrating How Repeated Questioning Leads to False Memories

Source: Laboratories of Judith Danovitch and Nicholaus Noles&#8212;University of Louisville
A person is defined as a unique individual based on the people and events they encounter in their lives. Thus, creating, storing, and recalling memories are essential elements of the human experience. However, memory, as adults experience it, takes time to develop. Although young children can learn facts and remember details of their lives from moment-to-moment and day-to-day, they do not create autobiographical memories or detailed memories of events that happen in their lives until age 3 or older.
Even after age 3, children&#8217;s memories differ from those of adults in important ways. Children are less effective at evaluating their own memories than adults, which makes it difficult for them to determine, for example, whether or not their memories are accurate. False memories are a problem for both children and adults, as it is quite easy to create a false memory with a poorly-worded question or a story repeated over and over. However, young children are more susceptible to creating false memories than either older children or adults.
This video demonstrates children&#8217;s vulnerability to false memories using a method developed by Steven Ceci and his collaborators.1-2

Demonstrating How Repeated Questioning Leads to False Memories

内存发展: 展示如何反复质疑导致虚假记忆

Source: Laboratories of Judith Danovitch and Nicholaus Noles&#8212;University of Louisville
A person is defined as a unique individual based on the people ...