Amy Wilk's research while affiliated with Rutgers, The State University of New Jersey and other places

... The impressive work of Carolyn Rovee-Collier, the founder of the paradigm, has altered the field's understanding of the early capacities of young infants, from reflex-based organisms to agents who actively construct their world (recently reviewed by Sen & Gredebäck, 2021). The paradigm suggested that young infants are exceptionally competent agents who learn selectively (Bhatt & Rovee-Collier, 1994;Gerhardstein et al., 1998), have a temporal understanding of various events (Gulya et al., 1998(Gulya et al., , 1999, form declarative memories (i.e., memories of events) (Rovee-Collier, 1997;, and remember what they experienced for months in the first few months of life (Hartshorn et al., 1998;. ...

... Although certain aspects of such information may indeed be unique, cases of contradictory category-level and individual-level information can also be considered a specific instance of the effects of how categorical and exemplar-specific information are integrated with each other in long-term memory. This issue has been studied extensively across different subfields of psychology (e.g., Medin et al., 1984;Merriman et al., 1997;Schapiro et al., 2017) Similarly, although studies investigating the updating of implicit evaluations via diagnostic behavioral information and reinterpretation seem to assume that reasoning on the basis of these two types of input is uniquely social, such reasoning may at least in part be supported by domain-general processes. For example, the diagnostic behavioral information used in studies by Cone, Ferguson, and colleagues tends to be both negative and extreme in valence and, as such, the more general phenomenon of negativity dominance (Rozin & Royzman, 2001) may contrib-ute to the effect. ...

... Although the first part of the sentence is correct, the second is not. What they fail to acknowledge is that kick rates vary dramatically across infants (e.g., Hartshorn et al., 1998;Merz et al., 2017). While some infants have relatively high kick rates during baseline and acquisition, others show relatively low rates. ...

... As a result, 224 articles were identified, 49 results were based on the CAPES journal database, 41 from ERIC, 23 from Web of Science, 75 from PubMed, 22 from PsycINFO, 14 from Scielo, and 8 from other sources [references on the reviews (Agarwal et al., 2021;Fazio & Marsh, 2019) that did not appear in the searches (Adler et al., 2000;Agarwal et al., 2014;Carneiro et al., 2018;Hotta et al., 2016;Lima & Jaeger, 2020;Lipko-Speeda et al., 2014;Sheffield & Hudson, 2006;Spitizer, 1939)]. After eliminating 46 duplicated articles, we screened 186 articles. ...

... Research on sequential encoding in human infants has demonstrated repeatedly that stimuli presented first and last have an advantage in long-term memory over those in the middle of a sequence. This has been shown for both non-linguistic stimuli, such as faces and visual patterns (Gulya et al. 1998Gulya et al. , 1999Gulya et al. , 2001), and for linguistic ones. Even newborns appear to have enhanced encoding of edge syllables (Ferry et al. 2015). ...

... In the visual paired comparison paradigm (Sokolov 1963;Sonne et al. 2018), it is assumed that presentation of a novel stimulus alongside a familiar one will elicit an orienting response, draw individual's attention, and result in longer looking time at the novel as compared to the familiar stimulus. However, some studies showed that infants (e.g., Wilk et al. 2001) and toddlers may actually look longer at the familiar stimuli in this paradigm (e.g., Hayne et al. 2016), and a lack of difference in looking time can be taken as valid evidence of recall (Hayne et al. 2016;Sonne et al. 2016aSonne et al. , 2018Bahrick and Pickens 1995), showing that the delay between encoding and retrieval can be a confounding factor in interpretation of child's performance. This can be particularly problematic in experiments that involve, for instance, more than one source problem, since, at retrieval, it can lead to overshadowing the effect of interaction (interference or competition) between the source problems by the effect of the delay on the observable result. ...

... The brilliant studies of Rovee-Collier and colleagues demonstrate that infants as young as 3 months can recognize and categorize objects. Furthermore, their object memory and ability to associate categories depend on regular exposure Rovee-Collier, 1999, 2005;Mareschal and Quinn, 2001;Bhatt et al., 2004). The authors of a recent overview of infant memory note the following: during infancy encoding speed increases and memory duration lengthens, memory retrieval becomes more flexible, and reminders allow the infant to retrieve forgotten memories (Cuevas and Sheya, 2019). ...