AN EXPANDING TRAINING SERIES PROTRACTS RETENTION FOR 3-MONTH-OLD INFANTS

This research examined whether an expanding training series protracts retention for infants as it does for children and adults. In three ses sions spanning an 8-day period, 3-month-olds learned to move a crib mo bile by kicking. Intersession intervals were Either constant (1 or 4 d ays) or progressively expanding (average ISI = 4 days). The expanding- series group exhibited significant retention on a delayed recognition test 3 weeks after training was over, but the two constant-series grou ps exhibited none. Although the I-day constant-series group remembered after I week, the 4-day constant-series group did not. Surprisingly, a reactivation treatment administered 4 weeks after training was over was ineffective whether infants were trained, reminded, and tested in a distinctive context or not. These results demonstrate that the reten tion advantage afforded by programming training sessions in an expandi ng series extends to infants and suggest that the upper limit on react ivation is timed from initial encoding and not from the point of forge tting. (C) 1998 John Wiley & Sons, Inc.