ABSTRACT
Our work has not dealt directly with the process of habituation, but rather with developmental processes in learning and memory. However, if one assumes as some have (e.g., Thorpe, 1956) that habituation is a relatively permanent change in behavior, an elementary form of learning, then one must assume that developmental processes underlying learning and memory may be significantly involved in habituation. Clearly we need direct experimental work on developmental processes in habituation that would parallel that on the development of learning and memory. Developmental work in children has not often dealt directly with the process of habituation. Infrahuman work has dealt specifically with habituation as a process but has rarely been developmental. It is hoped that the material treated here will suggest some bridges between these areas.
