There is considerable dispute about the nature of infant memory. Using SEM models, we examined whether popular characterizations of the structure of adult memory, including the two-process theory of recognition, are applicable in the infant and toddler years. The participants were a cohort of preterms and full-terms assessed longitudinally--at 1,…

Using data from a longitudinal study of preterms and full-terms, the present study examined the structure of infant cognition at 12 months, the extent to which five 12-month abilities (attention, processing speed, recognition, recall, and representational competence) mediated the relation from prematurity to mental development at 2-3 years, and…

In three studies, 12-month-old infants were familiarized either tactually or visually with objects and were then tested for visual recognition memory using either (1) the familiar and a novel object, (2) colored pictures of the objects, or (3) outline drawings of the objects. (Author/MP)

A study involving 90 children (50 preterm and 40 full-term) found continuity in visual recognition memory from early infancy (7 months) to later childhood (11 years), even when other measures of memory at 11 years were controlled. Implications for the study of other types of infant memory are discussed. (SLD)

Three groups of 12-month-old infants were tested for cross-modal and intramodal transfer of information about shape. Infants were given either visual or tactual familiarization and then tested for visual or tactual recognition. Overall, intramodal transfer was superior to cross-modal transfer. Cross-modal asymmetries were found for which possible…

The present study explored the dimensionality of infant cognition by factor analyzing measures from a battery of tasks administered to a large cohort of 7-month-old preterm and full-term infants (N=203). A principal axis factor analysis yielded three factors accounting for 37[percent] of the variance. There was one attention factor (look duration…

Twenty-five one-year-olds were administered two tasks (each of which consisted of a familiarization stage followed by a recognition stage) in order to determine whether infants can recognize the shapes of objects by touch alone. (CM)

Investigated the effect of increasing familiarization time on the visual recognition memory of 6- and 12-month-old full-term and preterm infants. Results suggested that persistent differences exist between preterm and full-term infants throughout at least the first year of life in this fundamental aspect of cognition. (Author/RH)

Two studies of visual recognition memory in infants demonstrated 9-month-olds had greater retention ability than 6-month-olds. Six-month-old infants had difficulty recognizing stimuli over short delays, even when distractors were absent. Results are discussed in terms of memory changes possibly occurring at 9 months. (Author/DB)

Examined the relation of infant attention and memory to later cognition in 45 full-term and 46 high-risk preterm infants. Findings indicated a substantial relation between infant visual recognition memory and later intelligence. (RJC)

Relations between infant information processing and specific cognitive outcomes at age 11 years were examined in a sample of preterm and full-term infants. Seven-month visual recognition memory and 1-year cross-modal transfer predicted 11-year intelligence quotient (IQ). (MDM)

In comparison with full-term infants, seven-month-old high-risk preterm infants exhibited deficits in visual recognition memory and in the ability to recruit, sustain, and shift attention. (RH)

Infant novelty scores correlated significantly with measures of cognitive outcome beginning at 24 months of age and continuing at 34, 40, and 72 months of age. Parental education was strongly correlated with cognitive outcome beginning at about two years of age. (RH)

This study assessed children's visual recognition memory at seven months; their language development up to four years; and their intelligence up to five years. A greater preference for novelty in infancy was associated with later comprehension and expressive language and higher IQ scores. The relationship between novelty preference and IQ was…

Examined visual attention and implications for recognition memory in a longitudinal sample of full-term and preterm infants at 5, 7, and 12 months. Found differences between full-terms and preterms in several aspects of visual attention. Infants showed consistent attentional styles over various conditions. Shorter looks and higher shift rates…