Abstract
One group of four infants could produce vocal music only by appropriately spacing bursts of nonnutritive sucking. Within 24 hours the same singing was presented independent of sucking. A second group of four infants encountered a reverse order of conditions: noncontingent singing occurred first, followed by response-contingent presentation. Infants exposed to contingent singing first learned to space sucking bursts, but infants having previous noncontingent experience did not learn to do so. Moreover, noncontingent singing was upsetting to infants having prior contingent experience, but was not upsetting when it occurred first. This pattern of results was predicted by, and thus supports, a contingency view of operant learning. Contingency theories may be more useful than the traditional contiguity view for understanding newborn behavior.
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