Learning in the neonate: the modification of behavior under three feeding schedules.

Abstract

In a study of learning in newborn human infants in a "naturalistic" situation, the bodily activity of 38 infants was measured during 8 days of the 10-day period of their hospitalization after birth. 18 infants were on a 4-hour feeding schedule, 16 on a 3-hr, schedule, and 4 on a "self-schedule" detd. by the crying of the infants. As a test of learning or adaptation to the schedule, the 3-hr, group was transferred to a 4-hr, schedule on the day before leaving the hospital. With food-intake, wt.-change, etc., ruled out as contributing factors, the 3-hr, group, when changed to a 4-hr, schedule, showed a pattern of activity decidedly different from that shown by the group which had been on a 4-hr, schedule from the beginning. Whereas the latter showed during the interfeeding period a gradual increase in activity which became marked only towards the end of the 4-hr, period, the 3-hr, group showed an abrupt rise in activity at the end of the 3d hr. which continued throughout the 4th hr. The learning demonstrated can be described as a temporal form of conditioned response set up according to the law of effect.