Ontogenesis of learning and memory: Biopsychosocial and dynamical systems perspectives

Abstract

In this article, we review recent empirical and theoretical work on infant memory development, highlighting future directions for the field. We consider the state of the field since Carolyn Rovee‐Collier's call for developmental scientists to "shift the focus from what to why," emphasizing the function of infant behavior and the value of integrating fractionized, highly specialized subfields. We discuss functional approaches of early learning and memory, including ecological models of memory development and relevant empirical work in human and non‐human organisms. Ontogenetic changes in learning and memory occur in developing biological systems, which are embedded in broader socio‐cultural contexts with shifting ecological demands that are in part determined by the infants themselves. We incorporate biopsychosocial and dynamical systems perspectives as we analyze the state of the field's integration of multiple areas of specialization to provide more holistic understanding of the contributing factors and underlying mechanisms of the development of memory.

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