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dc.contributor.advisorGómez, Rebecca L.
dc.contributor.authorBenton, Deon Terrel
dc.creatorBenton, Deon Terrelen_US
dc.date.accessioned2013-08-07T20:22:58Z
dc.date.available2013-08-07T20:22:58Z
dc.date.issued2013
dc.identifier.urihttp://hdl.handle.net/10150/297494
dc.description.abstractThe present study investigated whether infants can connect their learning experiences across time with novel object exemplars to segregate a test display 72 hours later. We examine this question by familiarizing infants to these exemplars by visiting infants in their homes on two days separated by 24 hours and then on a third day 72 hours after the second familiarization session. Immediately following this final familiarization session, we tested infants under one of two conditions: either the infants would view two distinct objects move together (the move-together test event) or move apart (the move-apart test event) after being initially adjoined. When familiarization was immediately followed by a nap, infants looked longer at the move-together test event (violating their understanding that the display contained two distinct, adjoining objects) than at the move-apart test event, suggesting they were able to connect their experiences with the object exemplars across an extended period of time. This result has implications for learning under natural conditions.
dc.language.isoenen_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.titleLearning Object Categories Across Time in a 4.5-Month-Old Infantsen_US
dc.typetexten_US
dc.typeElectronic Thesisen_US
thesis.degree.grantorUniversity of Arizonaen_US
thesis.degree.levelbachelorsen_US
thesis.degree.disciplineHonors Collegeen_US
thesis.degree.disciplinePsychologyen_US
thesis.degree.nameB.A.en_US
refterms.dateFOA2018-08-30T09:36:08Z
html.description.abstractThe present study investigated whether infants can connect their learning experiences across time with novel object exemplars to segregate a test display 72 hours later. We examine this question by familiarizing infants to these exemplars by visiting infants in their homes on two days separated by 24 hours and then on a third day 72 hours after the second familiarization session. Immediately following this final familiarization session, we tested infants under one of two conditions: either the infants would view two distinct objects move together (the move-together test event) or move apart (the move-apart test event) after being initially adjoined. When familiarization was immediately followed by a nap, infants looked longer at the move-together test event (violating their understanding that the display contained two distinct, adjoining objects) than at the move-apart test event, suggesting they were able to connect their experiences with the object exemplars across an extended period of time. This result has implications for learning under natural conditions.


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