Differential ontogenetic peaks and drops in various conditioned reactions

A survey of results obtained by the authors was compared with the body of recent data of the literature on the development of learning and memory. The following conclusions were pointed out: The development of learning and memory is not a monotonous process; one or more peaks followed by temporary drops or lasting decay are characteristic for it. There is no coincidence in time between learning and memory peaks, both are greatly dependent on the experimental design and conditions. Learning of more complex reactions and prolonged retention intervals shift the peaks toward later age periods. Early learning and memory that occurs at earlier age periods than thought before may be proved in the very first postnatal days in altricial mammals for inhibitory conditioning as well, if neurobiological and developmental specificities of this age are respected.