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October, 1994
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Historically, most studies on prenatal learning have centered upon contingency reinforcements, habituation responses, and developmental outcomes. Very little research has actually examined the learning process during the prenatal period. This case study examines the behavioral responses of one prenate to an experimental curriculum. Significant responses are noted in regards to movement. The responses appear as an organized pattern which would imply that the prenate is capable of progressing from generality and abstraction to specificity and discernment in the learning process. This learning process may well be unified, organized, and araodal in nature. Movement patterns may imply that higher order variables help to govern learning and are critical in the emergence of mental schema and regulations. Results from this study would suggest that even at the prenatal level, there is the beginning of cognitive schemes and regulations in mental operations. Noted responses during the prenatal period are also compared to later developmental trends in infancy.


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William B. Sallenbach, Ph.D.

William B. Sallenbach, Ph.D., is a staff child therapist at the Gateway Center in Ketchikan, Alaska, part-time Instructor in Developmental Psychology for the University of Alaska, Southeast, and Director of the Institute for Prenatal Studies. For several years he has been working in the area of prenatal bonding and learning patterns and currently studying cross-cultural variations. He also works with traumatized children and their families.

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