Early human development · 2026
From womb to world: The development of learning, memory, and predictive adaptation from fetal life through the neonatal period.
СтатьяОбзорНазвание и аннотация: Перевод в очереди
Обработка статьи · этапы, ошибки и управление
Загрузка состояния…
Ошибки и ограничения
История · было → стало
Состояние обновляется каждые 5 секунд, пока блок открыт. Процент показывается только там, где известен объём работы. Пауза останавливает продолжение этапа; текущий запрос к источнику может завершиться.
Leisman Gerry, Alfasi Rahela, D'Angiulli Amedeo
Аннотация
BACKGROUND: The developing fetus is increasingly recognized as an active participant in its own development rather than a passive recipient of sensory stimulation. Advances in fetal behavioral assessment, neuroimaging, electrophysiology, and developmental neuroscience have substantially expanded understanding of learning and memory before and immediately after birth.
OBJECTIVE: To provide a comprehensive review of current evidence regarding fetal and neonatal learning and to examine the neural, behavioral, and developmental mechanisms that support the emergence of learning during the prenatal and early postnatal periods.
METHODS: Findings from human and animal research were reviewed across multiple domains of learning, including habituation, sensitization, classical conditioning, exposure learning, sensory adaptation, memory formation, multisensory integration, and early predictive processes. Evidence from behavioral, physiological, and neurodevelopmental studies was integrated to provide a developmental framework for understanding early learning.
RESULTS: Convergent evidence indicates that multiple forms of learning emerge during fetal life and continue into the neonatal period. Fetuses demonstrate habituation, auditory recognition, chemosensory learning, sensorimotor adaptation, and memory for repeated experiences. Prenatal exposure influences neonatal responses to voices, language, music, odors, tastes, and patterns of sensory stimulation. These capacities develop alongside the maturation of brainstem, thalamic, subplate, and cortical networks that support increasingly complex perceptual and cognitive functions. Emerging evidence further suggests that fetal learning contributes to predictive adaptation, facilitating the transition from the intrauterine to the postnatal environment.
CONCLUSIONS: Learning begins before birth and develops along a continuum that extends into the neonatal period. Fetal and neonatal learning support sensory calibration, environmental adaptation, early social engagement, and the foundations of later cognitive development. Understanding these processes provides important insights into normal development, developmental vulnerability, and the origins of human cognition.
OBJECTIVE: To provide a comprehensive review of current evidence regarding fetal and neonatal learning and to examine the neural, behavioral, and developmental mechanisms that support the emergence of learning during the prenatal and early postnatal periods.
METHODS: Findings from human and animal research were reviewed across multiple domains of learning, including habituation, sensitization, classical conditioning, exposure learning, sensory adaptation, memory formation, multisensory integration, and early predictive processes. Evidence from behavioral, physiological, and neurodevelopmental studies was integrated to provide a developmental framework for understanding early learning.
RESULTS: Convergent evidence indicates that multiple forms of learning emerge during fetal life and continue into the neonatal period. Fetuses demonstrate habituation, auditory recognition, chemosensory learning, sensorimotor adaptation, and memory for repeated experiences. Prenatal exposure influences neonatal responses to voices, language, music, odors, tastes, and patterns of sensory stimulation. These capacities develop alongside the maturation of brainstem, thalamic, subplate, and cortical networks that support increasingly complex perceptual and cognitive functions. Emerging evidence further suggests that fetal learning contributes to predictive adaptation, facilitating the transition from the intrauterine to the postnatal environment.
CONCLUSIONS: Learning begins before birth and develops along a continuum that extends into the neonatal period. Fetal and neonatal learning support sensory calibration, environmental adaptation, early social engagement, and the foundations of later cognitive development. Understanding these processes provides important insights into normal development, developmental vulnerability, and the origins of human cognition.