Memory for faces in infants: A comparison to the memory for objects

Reiko Morimoto, Kazuhide Hashiya

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abstract

Memory for faces and objects was investigated in 8- to 10-month infants. As the experience for memorizing the target face or object, face-to-face interactions between infant and experimenter in almost natural settings were conducted. To assess memory retention, two-alternative preferential looking tests were done after both a 3-minute delay and a 1-week delay from the familiarization phase. In the 3-minute delay condition, the infants looked more at the novel (not-the-experimenter) face that had not been experienced before, than the familiar (the experimenter) one. This shows that the infants memorize faces from limited experience at least for 3 minutes. On the other hand, the infants showed no such results in the object condition. These results might suggest specific processing for faces that cannot be applied for object stimuli. More detailed examinations should be done to examine this possibility.

Original languageEnglish
Title of host publicationProceedings of 2005 4th IEEE International Conference on Development and Learning
Pages182-186
Number of pages5
DOIs
Publication statusPublished - Dec 1 2005
Event2005 4th IEEE International Conference on Development and Learning - Osaka, Japan
Duration: Jul 19 2005Jul 21 2005

Publication series

NameProceedings of 2005 4th IEEE International Conference on Development and Learning
Volume2005

Other

Other2005 4th IEEE International Conference on Development and Learning
CountryJapan
CityOsaka
Period7/19/057/21/05

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All Science Journal Classification (ASJC) codes

  • Engineering(all)

Cite this

Morimoto, R., & Hashiya, K. (2005). Memory for faces in infants: A comparison to the memory for objects. In Proceedings of 2005 4th IEEE International Conference on Development and Learning (pp. 182-186). [1490977] (Proceedings of 2005 4th IEEE International Conference on Development and Learning; Vol. 2005). https://doi.org/10.1109/DEVLRN.2005.1490977