Infants older than 6 months of age can retain information for longer periods of time they also need less reminding to retrieve information in memory. For instance, if the first mobile had had yellow blocks with blue letters, but at the later retrieval session the blocks were blue with yellow letters, the babies would not kick.
In other words, the sessions with the mobile and the later retrieval sessions had to be conducted under very similar circumstances or else the babies would not remember their prior experiences with the mobile. Like many researchers of infant memory, Rovee-Collier (1990) found infant memory to be very context dependent.
This reminder helped most infants to remember the connection between their kicking and the movement of the mobile. Rovee-Collier and Hayne (1987) found that 3-month-olds could remember the mobile after two weeks if they were shown the mobile and watched it move, even though they were not tied to it. The memory had faded (Rovee-Collier, 1987 Giles & Rovee-Collier, 2011). A second group of infants was shown the mobile two weeks later and the babies made only random movements. One week later the mobile was reintroduced to one group of infants and most of the babies immediately started kicking their legs, indicating that they remembered their prior experience with the mobile. After two 9 minute sessions with the mobile, the mobile was removed. At first infants made random movements, but then came to realize that by kicking they could make the mobile shake. A ribbon was tied to one foot and the other end to a mobile. The infants were placed in their crib, on their backs. Three-month-old infants were taught that they could make a mobile hung over their crib shake by kicking their legs.
INFANTILE AMNESIA SERIES
However, in a series of clever studies Carolyn Rovee-Collier and her colleagues have demonstrated that infants can remember events from their life, even if these memories are short- lived. Finally, social theorists argue that episodic memories of personal experiences may hinge on an understanding of “self”, something that is clearly lacking in infants and young toddlers. Moreover, even if infants do form such early memories, older children and adults may not be able to access them because they may be employing very different, more linguistically based, retrieval cues than infants used when forming the memory. From the cognitive perspective, it has been suggested that the lack of linguistic skills of babies and toddlers limit their ability to mentally represent events thereby, reducing their ability to encode memory. From the biological perspective, it has been suggested that infantile amnesia is due to the immaturity of the infant brain, especially those areas that are crucial to the formation of autobiographical memory, such as the hippocampus. Several hypotheses have been proposed for this amnesia. As a result, older children and adults experience infantile amnesia, the inability to recall memories from the first few years of life. Memory requires a certain degree of brain maturation, so it should not be surprising that infant memory is rather fleeting and fragile.
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