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Biomedical subjects

J M Mandler

Publications and source records attributed to J M Mandler.

At least 19 recordsLinked to original sources

Studies in inductive inference in infancy.

Imitation of events was used to explore the inductive generalizations that 14-month-olds have made about animals, vehicles, and household artifacts. In Experiment 1 infants generalized domain-specific properties such as drinking to animals but not to vehicles, whereas they generalized domain-neutral properties such as going into a building to exemplars from both domains. The next four experiments showed that infants tend to interpret animal events very broadly, for example, construing a dog merely as a land animal rather than as a differentiated kind in its own right. Infants were somewhat more selective in their construals of vehicles. Experiment 6 showed that 14-month-olds also generalize "basic-level properties" very broadly. For example, they chose a pan to demonstrate drinking almost as often as a cup and fed a bone to a bird as often as to a dog. By 20 months, their selections narrowed appropriately for artifacts, but were still overgeneralized for natural kinds. The experiments indicate that infants tend to generalize their early experiences broadly across domains, often across exemplars that have a variety of different surface characteristics. The data suggest that it is the conceptual meaning of objects, rather than their physical features, that controls early associative learning.

Child Development↗

On developing a knowledge base in infancy.

The development of conceptual categories from 7 to 11 months of age was explored in 5 experiments using an object-examination task. Infants in this age range categorized the global domains of animals, vehicles, and furniture. Plants and kitchen utensils were tested at 11 months, and these domains were also categorized. When 9-month-olds were tested on kitchen utensils, they did not categorize them. Subdivisions within the animal and furniture domains were also examined. Infants did not show any subcategorization of furniture. In the animal domain both 9- and 11-month-olds responded to the life-form distinction between dogs and birds, but they did not differentiate the mammal categories of dogs and cats until 11 months. This early organization of the conceptual system into global domains that become increasingly differentiated is discussed in relation to the adult conceptual system and its breakdown in semantic dementia.

Age Factors↗

Drinking and driving don't mix: inductive generalization in infancy.

The traditional view of inductive generalization in infancy is that it rests on perceptual similarity; infants are said to form perceptually based categories, such as dogs and cats, and then to associate various properties with them. Superordinate-level inductions, such as generalizations about animals as a domain, have been considered to be more abstract and assumed to be a later achievement. Three experiments were conducted to investigate these issues, using 14-month-olds as subjects. We modeled various properties or actions appropriate to animals or to vehicles and then assessed whether infants were willing to generalize their imitations of these actions to different exemplars from the same and different domains. Contrary to the traditional view, we found that infants this age have generalized the properties of drinking and sleeping throughout the animal domain, and the properties of "being keyed" and "giving a ride" throughout the vehicle domain. These generalizations are constrained solely by the boundaries of the domains themselves and are not influenced by the perceptual similarity of exemplars within the domains.

Alcohol Drinking↗

The deferred imitation task as a nonverbal measure of declarative memory.

We tested amnesic patients, patients with frontal lobe lesions, and control subjects with the deferred imitation task, a nonverbal test used to demonstrate memory abilities in human infants. On day 1, subjects were given sets of objects to obtain a baseline measure of their spontaneous performance of target actions. Then different event sequences were modeled with the object sets. On day 2, the objects were given to the subjects again, first without any instructions to imitate the sequences, and then with explicit instructions to imitate the actions exactly as they had been modeled. Control subjects and frontal lobe patients reproduced the events under both uninstructed and instructed conditions. In contrast, performance by the amnesic patients did not significantly differ from that of a second control group who had the same opportunities to handle the objects but were not shown the modeled actions. These findings suggest that deferred imitation is dependent on the brain structures essential for declarative memory that are damaged in amnesia, and they support the view that infants who imitate actions after long delays have an early capacity for long-term declarative memory.

Aged↗

Long-term recall of event sequences in infancy.

The first experiment shows that 11-month-olds can encode novel causal events from a brief period of observational learning, and recall much of the information after 24 h. The second experiment, using both a longitudinal and a cross-sectional design, shows recall of the same events after a delay of 3 months. The infants remembered more individual actions than whole sequences, but reproduced many of the events in their entirety (and always in correct order) after the long delay. Although they also reproduced arbitrarily ordered events immediately after being shown them at 11 months, they began to forget them after 24 h and showed essentially no recall for this type of event after 3 months. The experiments not only indicate long-lasting memory for briefly experienced events in infancy, they also suggest that the factors that organize recall at this young age are similar to those found in older children and adults.

Association Learning↗

Precursors of linguistic knowledge.

It is agreed that infants require pre-existing conceptual meanings to learn language, although little is known about what those meanings are. By default they have been assumed to be the sensorimotor schemas described by Piaget. However, sensorimotor schemas are not concepts and are not the right sort of representation for learning language. Recent research shows that along with sensorimotor schemas infants are simultaneously developing a rich conceptual system. I have proposed that these concepts are represented by sets of image-schemas, each of which represents a meaning. Image-schemas are created by a process of perceptual analysis that redescribes perceptual information into simplified spatial representations. These representations allow language to be learned by providing an analogue-digital interface between the continuous process of perception and the discrete propositional forms of language.

Child↗

Very long-term recall in infants: infantile amnesia reconsidered.

Subjects who had participated in a study on non-verbal recall before their first birthday returned to the laboratory one year later and were tested for recall of their previous visit. During their previous visit they had shown recall of both familiar and novel actions on a set of novel objects. However, after a year's delay, evidence for recall was found for the familiar actions only. One action in particular was responsible for this finding: feeding a teddy bear with a schematic bottle. The majority of the returning subjects who had been shown this action repeated it after a year, whereas none of the other returning subjects and few of the subjects in the control groups performed this action. The results indicate that young infants have the ability to recall an event both at 11 months of age and after a delay as long as one year. The finding that infants can recall during a period that later becomes inaccessible to memory is important to our understanding of infantile amnesia.

Analysis of Variance↗

How to build a baby: II. Conceptual primitives.

A mechanism of perceptual analysis by which infants derive meaning from perceptual activity is described. Infants use this mechanism to redescribe perceptual information into image-schematic format. Image-schemas create conceptual structure from the spatial structure of objects and their movements, resulting in notions such as animacy, inanimacy, agency, and containment. These earliest meanings are nonpropositional, analogical representations grounded in the perceptual world of the infant. In contrast with most perceptual processing, which is not analyzed in this fashion, redescription into image-schematic format simplifies perceptual information and makes it potentially accessible for purposes of concept formation and thought. In addition to enabling preverbal thought, image-schemas provide a foundation for language acquisition by creating an interface between the continuous processes of perception and the discrete nature of language.

Child↗

Age- and gender-related changes in exercise left ventricular function in mitral valve prolapse.

The correlates of exercise left ventricular (LV) performance were examined in 45 patients with isolated mitral valve prolapse (no associated mitral regurgitation or coronary artery disease). There were 18 men and 27 women, aged 16 to 73 years; 20 patients were 40 years or younger and 25 were older than 40. The response of the LV ejection fraction (EF) to symptom-limited upright exercise was normal (at least a 5% increase) in 27 patients (60%) and abnormal in 18 (40%). There were no significant differences between patients with normal and abnormal EF response in clinical presentation, electrocardiographic findings (at rest or during exercise), medications, rest EF, heart rate (at rest or during exercise) and systemic arterial pressure (at rest and during exercise). A normal EF response was observed more frequently in patients 40 years or younger than in those older than 40 (80 vs 44%, p less than 0.01), and more often in men than in women (78 vs 48%, p less than 0.04). The change in EF from rest to exercise was 18 +/- 9% in men and 5 +/- 10% in women 40 years or younger (p less than 0.01), and 9 +/- 8% in men and 2 +/- 8% in women older than 40 (p less than 0.04). Thus, patients (especially women and those older than 40 years) with isolated mitral valve prolapse may have abnormal LV functional reserve. Genetic differences in the expression of the disease in both sexes and age-related irreversible myocardial changes may explain these observations.

Adolescent↗

Developmental changes in the understanding of temporal sequence.

In 3 experiments, 4-, 5-, and 6-year-olds' ability to sequence events was examined. We hypothesized that children initially construct temporal sequences by relying on the organization of their world knowledge instead of inferring logical relations among actions. In the first experiment, children generated picture sequences of familiar and unfamiliar events in forward and backward order without having seen the pictures in their correct sequence. In the second experiment, children reconstructed previously seen sequences, and in the third experiment, children were shown forward and backward sequences and reconstructed them in the opposite direction. Across experiments, the same pattern of performance was found; familiar events in forward order were the easiest to sequence, then unfamiliar events in forward order, familiar events in backward order, and finally unfamiliar events in backward order. These results are discussed along with other findings suggesting a similar pattern of performance across a wide developmental age span.

Child↗

Immediate and delayed story recall by hearing and deaf children.

Comprehension and retention of stories read by hearing children and by orally trained, congenitally, profoundly deaf children were studied. One normal and two experimentally confused stories were read by both groups, and recall was tested immediately after reading and following a week's delay. One experimentally confused story contained nonphonetic misspellings and was expected to cause difficulty for hearing readers; the other contained confused anaphoric references and was expected to cause difficulty for deaf readers. Amount recalled did not differ between the hearing and deaf groups on the normal story, but the deaf children were superior in amount recalled for both confused stories. However, the deaf children made significantly more distortions in their recall than did the hearing children. Orally trained deaf children may transfer the broad reconstructive strategies used for lip-reading purposes to reading style and thus engage in more guessing and reconstructive activity during reading than do hearing readers.

Adolescent↗

Some of the thousand words a picture is worth.

The effects of real-world schemata on recognition of complex pictures were studied. Two kinds of pictures were used: pictures of objects forming real-world scenes and unorganized collections of the same objects. The recognition test employed distractors that varied four types of information: inventory, spatial location, descriptive and spatial composition. Results emphasized the selective nature of schemata since superior recognition of one kind of information was offset by loss of another. Spatial location information was better recognized in real-world scenes and spatial composition information was better recognized in unorganized scenes. Organized and unorganized pictures did not differ with respect of inventory and descriptive information. The longer the pictures were studied, the longer subjects took to recognize them. Reaction time for hits, misses, and false alarms increased dramatically as presentation time increased from 5 to 60 sec. It was suggested that detection of a difference in a distractor terminated search, but that when no difference was detected, an exhaustive search of the available information took place.

Concept Formation↗

Memory for descriptive and spatial information in complex pictures.

Memory for several kinds of information in complex pictures was studied. Stimuli were line drawings of either real-world scenes or unorganized collections of objects. Memory was tested by recognition and reconstruction tests, given immediately and/or after a week. Organization of the pictures had little effect on memory for size, orientation, or physical appearance of objects in the pictures. There was only a small loss of these types of descriptive information over a week's time. Organization of the pictures had a major effect on memory for location of objects in the pictures. Memory for location on the horizontal dimension declined markedly for both types of pictures over a week. Performance remained high on the vertical dimension for organized pictures, and systematic distortion occurred on this dimension for unorganized pictures. Reconstruction data were compared with the performance of subjects who had not seen the pictures before. It was concluded that real-world schemata do not affect encoding of some types of descriptive information, but play an important role in both encoding and memory for spatial information.

Female↗

Development of detection and recognition of orientation of geometric and real figures.

Black and white kindergarten and second-grade children were tested for accuracy of detection and recognition of orientation and location changes in pictures of real-world and geometric figures. No differences were found in accuracy of recognition between the 2 kinds of pictures, but patterns of verbalization differed on specific transformations. Although differences in accuracy were found between kindergarten and second grade on an initial recognition task, practice on a matching-to-sample task eliminated differences on a second recognition task. Few ethnic differences were found on accuracy of recognition, but significant differences were found in amount of verbal output on specific transformations. For both groups, mention of orientation changes was markedly reduced when location changes were present.

Black or African American↗