<p>The ability of young children to vocally imitate the speech of adults is critical for speech learning. Vocal imitation requires exposure to an external auditory model and the use of auditory feedback to adaptively modify vocal output to match the model. Despite the importance of vocal imitation to human communication and social behavior, it remains unclear how these two types of sensory experience, model exposure and feedback, act on sensorimotor networks controlling the learning and production of learned vocalizations. Using a combination of longitudinal in vivo imaging of neuronal structure and electrophysiological measurements of neuronal function, I addressed the questions of where, when, and how these two types of sensory experience act on sensorimotor neurons important to singing and song learning in zebra finches. The major finding of these experiments is that synaptic inputs onto neurons in HVC, a sensorimotor nucleus important to singing and song learning, are sensitive to tutor song experience and deafening. Thus, these findings for the first time link auditory experiences important to vocal imitation to synaptic reorganization in sensorimotor neurons important to behavior.</p> / Dissertation

The current study compared infant cortisol responses during the still-face procedure with those shown during other parent-infant interactions. It also examined how stress hormones can affect memory retention. Six-month-old infants (n = 38) were exposed to either a repeated still-face procedure, normal face-to-face interaction, or a divided-attention task. Salivary cortisol was collected at multiple time points. Infants were assigned to a memory demonstration (n = 30) or a no-demonstration (n = 8) group. Infants in the demonstration group were shown 3 target actions with a puppet, and subsequently given a chance to repeat the target actions. Infants in the no demonstration group were not shown the target actions. Only the infants who experienced the still-face procedure showed a significant change in salivary cortisol throughout the procedure. Cortisol values did not significantly predict memory performance. There are still many questions regarding how stress induction during memory consolidation affects memory performance.

The current study compared infant cortisol responses during the still-face procedure with those shown during other parent-infant interactions. It also examined how stress hormones can affect memory retention. Six-month-old infants (n = 38) were exposed to either a repeated still-face procedure, normal face-to-face interaction, or a divided-attention task. Salivary cortisol was collected at multiple time points. Infants were assigned to a memory demonstration (n = 30) or a no-demonstration (n = 8) group. Infants in the demonstration group were shown 3 target actions with a puppet, and subsequently given a chance to repeat the target actions. Infants in the no demonstration group were not shown the target actions. Only the infants who experienced the still-face procedure showed a significant change in salivary cortisol throughout the procedure. Cortisol values did not significantly predict memory performance. There are still many questions regarding how stress induction during memory consolidation affects memory performance.

Thesis (Ph. D.)--University of Washington, 2007. / Vita. Includes bibliographical references (p. 153-166).

Thesis (M.A.)--Oregon State University, 2009. / Printout. Includes bibliographical references (leaves 68-70). Also available on the World Wide Web.

Thesis (Ed.D.)--Teachers College, Columbia University. / Typescript; issued also on microfilm. Sponsor: R. Douglas Greer. Dissertation Committee: Craig Timberlake. Includes bibliographical references.

Thesis (M.S.)--Brandeis University, 2008. / Title from PDF title page (viewed on June 29, 2009). Includes bibliographical references.

Thesis (Ph. D.)--Westfälische Wilhelms-Universität, 1976. / Date on t.p.: 1975. Vita. Includes bibliographical references (p. 237-265).

Inaug.-Diss.--Würzburg. / Vita. Bibliography: p. iii-xxi.

Thesis (M.S.)--University of Wisconsin--Madison, 1974. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.