Contingent Stimulation and Infant Competence

Abstract

A study was conducted to evaluate one of the premises underlying the infant curriculum in a program to prevent socioculturally caused mental retardation. It was hypothesized that experience with response-contingent stimulation results in enhanced learning ability that transfers across learning situations. Thirty 3-month-old infants received treatment sessions in their own homes which involved either auditory-visual reinforcement contingent on vocalizations, non contingent auditory-visual stimulation, or no additional stimulation. The effects of these treatments were assessed for transfer to a visual conditioning test administered in a laboratory setting. Results provided support for the hypothesis that response-contingent stimulation enhances learning ability. In addition, the data suggested a model to explain how attentional strategies mediate transfer effects.

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