Imprinting: Early Experience and the Developmental Psychobiology of Attachment
By M. Hofer. 1975
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
- Patricia K. Kuhl
- Alessandro Achille
- Stefano Soatto
- Emmanuel Dupoux
- Barbara T. Conboy
- Denise Padden
- S. Coffey-Corina
- Eric I. Knudsen
Citations in the corpus
- Critical Learning Periods in Deep Neural Networks (2017, background): “Either “critical” or “sensitive” periods have been observed, among others, in auditory space processing (8), filial imprinting (9), song learning in songbirds (10), language proficiency (11), and behavioral development (12).”
- Absolute Pitch, Speech, and Tone Language: Some Experiments and a Proposed Framework (2004, background): “Although critical periods for the development of other functions have been documented, such as the development of ocular dominance columns in the visual cortex of cats (Hubel & Wiesel, 1970), imprinting in ducks (Hess, 1973), and the development of auditory localization in barn owls (Knudsen, 1988) ”
- Phonetic learning as a pathway to language: new data and native language magnet theory expanded (NLM-e) (2008, background): “…the need to separate studies that focus on identifying the phenomena and optimum periods of learning in various domains (see also Lorenz 1957; Hess 1973; Bateson & Hinde 1987) from experimental tests that explore the explanatory causal mechanism that underlies a critical period for language.”
- Critical thinking about critical periods: Perspectives on a critical period for language acquisition. (2001, background): “Similar gradual declines in learning, involving intermediate degrees of plasticity and differential sensitivity to strong or weak stimuli, are also found in imprinting (Hess, 1973) and in certain aspects of avian song learning (Eales, 1987; K. Nordeen, 2000, personal communication).”
- Sensitive Periods in the Development of the Brain and Behavior (2004, background): “…& Neville, 2001; Weber-Fox & Neville, 1996; Kuhl, 1994; Oyama, 1976); and the capacities to form strong social relationships and exhibit typical responses to stress require early positive interactions with a primary care giver (Thompson, 1999; Liu et al., 1997; Leiderman, 1981; Hess, 1973).”