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Wang X, Chen Q, Zhuang K, Zhang J, Cortes RA, Holzman DD, Fan L, Liu C, Sun J, Li X, Li Y, Feng Q, Chen H, Feng T, Lei X, He Q, Green AE, Qiu J. Semantic associative abilities and executive control functions predict novelty and appropriateness of idea generation. Commun Biol 2024; 7:703. [PMID: 38849461 PMCID: PMC11161622 DOI: 10.1038/s42003-024-06405-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/01/2023] [Accepted: 05/31/2024] [Indexed: 06/09/2024] Open
Abstract
Novelty and appropriateness are two fundamental components of creativity. However, the way in which novelty and appropriateness are separated at behavioral and neural levels remains poorly understood. In the present study, we aim to distinguish behavioral and neural bases of novelty and appropriateness of creative idea generation. In alignment with two established theories of creative thinking, which respectively, emphasize semantic association and executive control, behavioral results indicate that novelty relies more on associative abilities, while appropriateness relies more on executive functions. Next, employing a connectome predictive modeling (CPM) approach in resting-state fMRI data, we define two functional network-based models-dominated by interactions within the default network and by interactions within the limbic network-that respectively, predict novelty and appropriateness (i.e., cross-brain prediction). Furthermore, the generalizability and specificity of the two functional connectivity patterns are verified in additional resting-state fMRI and task fMRI. Finally, the two functional connectivity patterns, respectively mediate the relationship between semantic association/executive control and novelty/appropriateness. These findings provide global and predictive distinctions between novelty and appropriateness in creative idea generation.
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Affiliation(s)
- Xueyang Wang
- Key Laboratory of Cognition and Personality (SWU), Ministry of Education, Chongqing, China
- Faculty of Psychology, Southwest University, Chongqing, China
| | - Qunlin Chen
- Key Laboratory of Cognition and Personality (SWU), Ministry of Education, Chongqing, China
- Faculty of Psychology, Southwest University, Chongqing, China
| | - Kaixiang Zhuang
- Key Laboratory of Cognition and Personality (SWU), Ministry of Education, Chongqing, China
- Faculty of Psychology, Southwest University, Chongqing, China
| | - Jingyi Zhang
- Key Laboratory of Cognition and Personality (SWU), Ministry of Education, Chongqing, China
- Faculty of Psychology, Southwest University, Chongqing, China
| | - Robert A Cortes
- Department of Psychology, Georgetown University, Washington, DC, USA
| | - Daniel D Holzman
- Department of Psychology, Georgetown University, Washington, DC, USA
| | - Li Fan
- Key Laboratory of Cognition and Personality (SWU), Ministry of Education, Chongqing, China
- Faculty of Psychology, Southwest University, Chongqing, China
| | - Cheng Liu
- Key Laboratory of Cognition and Personality (SWU), Ministry of Education, Chongqing, China
- Faculty of Psychology, Southwest University, Chongqing, China
| | - Jiangzhou Sun
- Key Laboratory of Cognition and Personality (SWU), Ministry of Education, Chongqing, China
- Faculty of Psychology, Southwest University, Chongqing, China
| | - Xianrui Li
- Key Laboratory of Cognition and Personality (SWU), Ministry of Education, Chongqing, China
- Faculty of Psychology, Southwest University, Chongqing, China
| | - Yu Li
- Key Laboratory of Cognition and Personality (SWU), Ministry of Education, Chongqing, China
- Faculty of Psychology, Southwest University, Chongqing, China
| | - Qiuyang Feng
- Key Laboratory of Cognition and Personality (SWU), Ministry of Education, Chongqing, China
- Faculty of Psychology, Southwest University, Chongqing, China
| | - Hong Chen
- Key Laboratory of Cognition and Personality (SWU), Ministry of Education, Chongqing, China
- Faculty of Psychology, Southwest University, Chongqing, China
| | - Tingyong Feng
- Key Laboratory of Cognition and Personality (SWU), Ministry of Education, Chongqing, China
- Faculty of Psychology, Southwest University, Chongqing, China
| | - Xu Lei
- Key Laboratory of Cognition and Personality (SWU), Ministry of Education, Chongqing, China
- Faculty of Psychology, Southwest University, Chongqing, China
| | - Qinghua He
- Key Laboratory of Cognition and Personality (SWU), Ministry of Education, Chongqing, China
- Faculty of Psychology, Southwest University, Chongqing, China
| | - Adam E Green
- Department of Psychology, Georgetown University, Washington, DC, USA.
| | - Jiang Qiu
- Key Laboratory of Cognition and Personality (SWU), Ministry of Education, Chongqing, China.
- Faculty of Psychology, Southwest University, Chongqing, China.
- Southwest University Branch, Collaborative Innovation Center of Assessment Toward Basic Education Quality, Beijing Normal University, Chongqing, China.
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Park J, Varma K, Varma S. The role of executive function abilities in interleaved vs. blocked learning of science concepts. Front Psychol 2023; 14:1199682. [PMID: 38022929 PMCID: PMC10658001 DOI: 10.3389/fpsyg.2023.1199682] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/03/2023] [Accepted: 09/21/2023] [Indexed: 12/01/2023] Open
Abstract
This study investigated the relative efficacy of interleaved versus blocked instruction and the role of executive function in governing learning from these instructional sequences. Eighth grade students learned about three rock concepts (igneous, sedimentary, metamorphic) and their attributes (origin, texture, composition). Consistent with prior studies and as predicted by current theoretical accounts, students who received interleaved instruction showed better memory (i.e., accuracy on true-false questions) when tested 2 weeks later, whereas those who received blocked instruction showed better memory when tested on the same day as instruction. Also consistent with prior studies and theoretical accounts, the blocked group showed greater transfer when tested after a retention interval, although this advantage was not significant. Critically, and as predicted, the shifting and inhibition executive function abilities were more predictive of learning from interleaved vs. blocked instruction. These findings lay the groundwork for future studies investigating the role of executive function in learning from different forms of instruction.
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Affiliation(s)
- Jimin Park
- Department of Educational Psychology, University of Minnesota, Minneapolis, MN, United States
| | - Keisha Varma
- Department of Educational Psychology, University of Minnesota, Minneapolis, MN, United States
| | - Sashank Varma
- School of Interactive Computing and School of Psychology, Georgia Institute of Technology, Atlanta, GA, United States
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Blankenship TL, Kibbe MM. "Plan chunking" expands 3-year-olds' ability to complete multiple-step plans. Child Dev 2023; 94:1330-1339. [PMID: 37092570 DOI: 10.1111/cdev.13929] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/30/2022] [Revised: 02/15/2023] [Accepted: 02/17/2023] [Indexed: 04/25/2023]
Abstract
The ability to use knowledge to guide the completion of goals is a critical cognitive skill, but 3-year-olds struggle to complete goals that require multiple steps. This study asked whether 3-year-olds could benefit from "plan chunking" to complete multistep goals. Thirty-two U.S. children (range = 35.75-46.59 months; 18 girls; 9 white, 3 mixed race, 20 unknown; tested between July 2020 and April 2021) were asked to complete "treasure maps," retrieving four colored map pieces by pressing specific buttons on a "rainbow box." Children completed more of the four-step sequence correctly when the steps were presented in a way that encouraged chunking the steps into pairs. These findings suggest a potential mechanism supporting memory-guided planning abilities in early childhood.
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Affiliation(s)
| | - Melissa M Kibbe
- Department of Psychological & Brain Sciences, Boston University, Boston, Massachusetts, USA
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Bertrand C, Bell MA, Deater-Deckard K. Maternal executive function, authoritarian attitudes, and hostile attribution bias as interacting predictors of harsh parenting. JOURNAL OF FAMILY PSYCHOLOGY : JFP : JOURNAL OF THE DIVISION OF FAMILY PSYCHOLOGY OF THE AMERICAN PSYCHOLOGICAL ASSOCIATION (DIVISION 43) 2023; 37:388-397. [PMID: 36795419 PMCID: PMC10050097 DOI: 10.1037/fam0001065] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/18/2023]
Abstract
Executive function (EF) plays a key role in healthy development and human functioning across multiple domains, including socially, behaviorally, and in the self-regulation of cognition and emotion. Prior research has associated lower levels of maternal EF with harsher and more reactive parenting, and mothers' social cognitive attributes like authoritarian child-rearing attitudes and hostile attribution biases also contribute to harsh parenting practices. There have been few studies that explore the intersection of maternal EF and social cognitions. The present study addresses this gap by testing whether the relationship between individual differences in maternal EF and harsh parenting behaviors is statistically moderated separately by maternal authoritarian attitudes and hostile attribution bias. Participants were 156 mothers in a socioeconomically diverse sample. Multi-informant and multimethod assessments of harsh parenting and EF were utilized, and mothers self-reported on their child-rearing attitudes and attribution bias. Harsh parenting was negatively associated with maternal EF and hostile attribution bias. Authoritarian attitudes significantly interacted with EF (and the attribution bias interaction was marginally significant) in prediction of variance in harsh parenting behaviors. Commensurate with social information processing theory, EF and social cognitive attributes play critical and distinct roles in the causes of harsh caregiving practices. Findings elucidate that reforming parental social cognitions, in addition to targeting EF, may be effective prevention and intervention methods for yielding more positive parenting behaviors. (PsycInfo Database Record (c) 2023 APA, all rights reserved).
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Affiliation(s)
- Christina Bertrand
- Department of Psychological and Brain Sciences, University of Massachusetts Amherst, MA
| | | | - Kirby Deater-Deckard
- Department of Psychological and Brain Sciences, University of Massachusetts Amherst, MA
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Frick A, Wright HR, Witt A, Taconnat L. The underlying processes of episodic memory development: From a unique contribution of representation to the increasing use of semantic organization supported by cognitive control. COGNITIVE DEVELOPMENT 2022. [DOI: 10.1016/j.cogdev.2022.101217] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
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Pathman T, Deker L, Coughlin C, Ghetti S. Examining Temporal Memory and Flexible Retrieval of Conventional Time Knowledge across Middle to Late Childhood. JOURNAL OF COGNITION AND DEVELOPMENT 2022. [DOI: 10.1080/15248372.2022.2072846] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Affiliation(s)
- Thanujeni Pathman
- Department of Psychology and Center for Mind and Brain, York University, Toronto, Ontario, Canada
| | - Lina Deker
- Department of Psychology and Center for Mind and Brain, York University, Toronto, Ontario, Canada
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Peterson RK, Jacobson LA. Changes in executive function in pediatric brain tumor survivors. Pediatr Blood Cancer 2022; 69:e29483. [PMID: 34842333 DOI: 10.1002/pbc.29483] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/17/2021] [Revised: 10/29/2021] [Accepted: 11/01/2021] [Indexed: 11/08/2022]
Abstract
OBJECTIVE Pediatric oncology survivors are at risk for executive function (EF) and working memory (WM) deficits, which can be measured via performance-based measures or rating scales. Previous studies have shown these measurement methods to be weakly correlated. This study aimed to describe parent-rated EF and performance-based WM (PBWM) in pediatric brain tumor (BT) survivors, examine change in EF and PBWM across time, and investigate the relationship between parent-rated WM and PBWM. METHOD The sample included 56 patients diagnosed with a BT in childhood (Mage = 6.94 years; SD = 4.05) seen twice for clinical neuropsychological evaluation. PBWM was examined via the auditory WM scale from a Wechsler intelligence measure or Differential Ability Scales-II. Parents completed the Behavior Rating Inventory of Executive Function (BRIEF)/BRIEF-P/BRIEF-2 as a measure of global EF (Global Executive Composite [GEC]), metacognitive skills (Metacognitive Index/Cognitive Regulation Index [MI/CRI]), behavioral regulation (Behavior Regulation Index [BRI]), and emotional regulation (Emotion Regulation Index [ERI]). RESULTS GEC, MI/CRI, and ERI at Time 1 were significantly above the mean (p < .01); BRI and PBWM did not differ from the normative mean. All measures were significantly higher than the normative mean at Time 2 (p < .05). PBWM was both clinically and statistically elevated (p < .001). There was a significant change across time in PBWM (p < .05), but not GEC, MI/CRI, ERI, or BRI. PBWM was weakly correlated with the BRIEF WM subscale at Time 1 and Time 2 (all p > .05). CONCLUSIONS Multiple measures of EF should be considered when providing diagnoses and recommendations for pediatric BT survivors. Furthermore, given declines across time, findings document need for continued monitoring and reassessment of survivors as they get further out from treatment.
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Affiliation(s)
- Rachel K Peterson
- Department of Neuropsychology, Kennedy Krieger Institute, Baltimore, Maryland, USA.,Department of Psychiatry and Behavioral Science, Johns Hopkins University School of Medicine, Baltimore, Maryland, USA
| | - Lisa A Jacobson
- Department of Neuropsychology, Kennedy Krieger Institute, Baltimore, Maryland, USA.,Department of Psychiatry and Behavioral Science, Johns Hopkins University School of Medicine, Baltimore, Maryland, USA
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Silva C, Sousa-Gomes V, Fávero M, Oliveira S, Merendeiro CS, Oliveira J, Moreira D. Assessment of Preschool-age Executive Functions: A Systematic Review. Clin Psychol Psychother 2022; 29:1374-1391. [PMID: 35112430 DOI: 10.1002/cpp.2718] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/13/2021] [Revised: 01/28/2022] [Accepted: 01/31/2022] [Indexed: 11/09/2022]
Abstract
Executive functions (EF) are higher-order cognitive processes present in the prefrontal cortex, and are fundamental in planning, executing, and monitoring goal-oriented behaviors. Evaluating EF in early stages of child development is essential for identifying any cognitive alterations in young children, given that it allows for early intervention and minimizes future complications. Additionally, it contributes to a better understanding of this construct in this age bracket, as well as its operational model. Study of EF has recently been the focus of multiple researcher; however, there is still a serious lack of instruments and measurements validated towards children's age bracket. This systematic review's main goal is to evaluate instruments and/or tasks that serve to evaluate and analyze EF and/or their components between the ages of 36 and 72 months. Forty-nine studies were analyzed, containing multiple tasks and tools oriented towards EF and their constituent components. Results indicate the existence of various tasks that grade the different components independently from one another; nevertheless, they also confirm the lack of any global measurement instrument or method. Therefore, this systematic review presents itself as an important contribution in the study of EF, not only stressing the importance of further investing into constructing and validating new and better tools for evaluating the construct, but also the study of operating models of executive functioning, especially in an age bracket where comprehending it is notoriously difficult.
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Affiliation(s)
- Cristina Silva
- University of Maia.,Institute of Psychology and Neuropsychology of Porto
| | - Valéria Sousa-Gomes
- University of Maia.,Institute of Psychology and Neuropsychology of Porto.,JusGov, University of Minho
| | | | - Susana Oliveira
- University of Maia.,Institute of Psychology and Neuropsychology of Porto
| | | | | | - Diana Moreira
- Institute of Psychology and Neuropsychology of Porto.,University of Porto.,University Fernando Pessoa.,Centro de Solidariedade de Braga/Projecto Homem
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9
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Blankenship TL, Calkins SD, Bell MA. The Role of Executive Functions in Item Recognition and Temporal Order Memory Development. JOURNAL OF COGNITION AND DEVELOPMENT 2022; 23:135-147. [PMID: 35264909 PMCID: PMC8901123 DOI: 10.1080/15248372.2021.1964504] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/03/2023]
Abstract
Item recognition and temporal order memory follow different developmental trajectories during middle childhood, with item recognition performance stabilizing and temporal order memory performance continuing to improve. We investigated the potential unique role of individual executive functions on item recognition and temporal order memory during this critical development period. Our results replicate and expand on previous findings, suggesting that executive functions, specifically inhibitory control and working memory, may be more crucial for successful temporal order memory than for item recognition during middle childhood.
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10
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Rajan V, Cuevas K, Bell MA. Memory binding and theta EEG during middle childhood. Dev Psychobiol 2021; 63:e22124. [PMID: 33959957 DOI: 10.1002/dev.22124] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/26/2020] [Revised: 03/12/2021] [Accepted: 03/13/2021] [Indexed: 11/08/2022]
Abstract
The ability to bind together the contextual details associated with an event undergoes dramatic improvement during childhood. However, few studies have examined the neural correlates of memory binding encoding and retrieval during middle childhood. We examined age-related encoding and retrieval differences using continuous electroencephalogram (EEG) measures in a sample of 6- and 8-year-olds. For the memory binding task, children were tested on memory for individual items (i.e., objects and backgrounds only) and combined object-backgrounds pairings (combination condition). Memory for individual item information was comparable across both age groups. However, younger children experienced greater difficulty (i.e., higher false alarm rate) in the combination condition. Theta (4-7 Hz) neuronal oscillations were analyzed to compare memory encoding and retrieval processes. Widespread retrieval-related increases in theta band EEG power (compared with baseline and encoding-related activation) were evident in both 6- and 8-year-olds. Regression analyses revealed that parietal theta EEG power during retrieval accounted for variability in memory binding performance. These findings suggest that theta rhythms are intricately linked to memory binding processes during middle childhood.
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Affiliation(s)
- Vinaya Rajan
- Department of Behavioral and Social Sciences, University of the Sciences, Philadelphia, Pennsylvania, USA
| | - Kimberly Cuevas
- Department of Psychological Sciences, University of Connecticut, Waterbury, Connecticut, USA
| | - Martha Ann Bell
- Department of Psychology, Virginia Tech, Blacksburg, Virginia, USA
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11
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Abstract
There is increasing interest in the assessment of learning and memory in typically developing children as well as in children with neurodevelopmental disorders. However, neuropsychological assessments have been hampered by the dearth of standardised tests that enable direct comparison between distinct memory processes or between types of stimulus materials. We developed a tablet-based paired-associate learning paradigm, the Pair Test, based on neurocognitive models of learning and memory. The aims are to (i) establish the utility of this novel memory tool for use with children across a wide age range, and (ii) examine test validity, reliability and reproducibility of the construct. The convergent validity of the test was found to be adequate, and higher test reliability was shown for the Pair Test compared to standardised measures. Moderate test-retest reproducibility was shown, despite a long time interval between sessions (14 months). Moreover, the Pair Test is able to capture developmental changes in memory, and can therefore chart the developmental trajectory of memory and learning functions across childhood and adolescence. Finally, we used this novel instrument to acquire normative data from 130 typically developing children, aged 8-18 years. Age-stratified normative data are provided for learning, delayed recall and delayed recognition, for measures of verbal and non-verbal memory. The Pair Test thus provides measures of learning and memory accounting for encoding, consolidation and retrieval processes. As such, the standardised test results can be used to determine the status of learning and memory in healthy children, and also to identify deficits in paediatric patients at risk of damage to the neural network underlying mnemonic functions.
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Affiliation(s)
- Sarah Buck
- Cognitive Neuroscience and Neuropsychiatry Section, Developmental Neurosciences Research and Teaching Department, UCL Great Ormond Street Institute of Child Health, London, UK.
- Great Ormond Street Hospital for Children, National Health Service Trust, London, UK.
| | - Filipa Bastos
- Cognitive Neuroscience and Neuropsychiatry Section, Developmental Neurosciences Research and Teaching Department, UCL Great Ormond Street Institute of Child Health, London, UK
- Great Ormond Street Hospital for Children, National Health Service Trust, London, UK
- Unit of Paediatric Neurology and Neurorehabilitation, Woman-Mother-Child Department, Lausanne University Hospital, Lausanne, Switzerland
| | - Torsten Baldeweg
- Cognitive Neuroscience and Neuropsychiatry Section, Developmental Neurosciences Research and Teaching Department, UCL Great Ormond Street Institute of Child Health, London, UK
- Great Ormond Street Hospital for Children, National Health Service Trust, London, UK
| | - Faraneh Vargha-Khadem
- Cognitive Neuroscience and Neuropsychiatry Section, Developmental Neurosciences Research and Teaching Department, UCL Great Ormond Street Institute of Child Health, London, UK
- Great Ormond Street Hospital for Children, National Health Service Trust, London, UK
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Caporaso JS, Marcovitch S, Boseovski JJ. Executive function and the development of social information processing during the preschool years. COGNITIVE DEVELOPMENT 2021. [DOI: 10.1016/j.cogdev.2021.101018] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
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13
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Earhart B, Lakhani N, Roberts KP. Developmental trends in children's source and destination memory. J Exp Child Psychol 2020; 202:104995. [PMID: 33096368 DOI: 10.1016/j.jecp.2020.104995] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/27/2019] [Revised: 08/28/2020] [Accepted: 08/31/2020] [Indexed: 11/26/2022]
Abstract
Destination memory (the ability to remember who one has told information to) has been studied in adult samples, but not with child participants. The goals of the current research were to describe the development of children's destination memory abilities across early to middle childhood and to compare destination memory with source-monitoring abilities within the same age range. In two studies, children aged 5-10 years had conversations with two puppets and were later asked to recall which puppet they had disclosed specific information to. Study 1 (N = 86) revealed age to be a significant predictor of destination memory accuracy. Study 2 (N = 90) demonstrated that source memory and destination memory were related and shared a similar developmental trajectory but that source accuracy was higher on average than destination accuracy. This research contributes to our theoretical understanding of children's memory development, and directions for future research are highlighted in the Discussion. Implications for investigative interviews in which children are asked about prior disclosures are discussed.
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Affiliation(s)
- Becky Earhart
- Centre for Investigative Interviewing, Griffith Criminology Institute, Griffith University, Brisbane (Mount Gravatt), Queensland 4122, Australia.
| | - Nilam Lakhani
- Department of Psychology, Wilfrid Laurier University, Waterloo, Ontario N2L 3C5, Canada
| | - Kim P Roberts
- Department of Psychology, Wilfrid Laurier University, Waterloo, Ontario N2L 3C5, Canada
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14
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Sleep and mindfulness meditation as they relate to false memory. PSYCHOLOGICAL RESEARCH 2018; 84:1084-1111. [PMID: 30244286 DOI: 10.1007/s00426-018-1098-0] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/29/2018] [Accepted: 09/17/2018] [Indexed: 12/24/2022]
Abstract
By a systematic analysis of the current literature, we compare two states of sleep and meditation in terms of their role in the formation or suppression of Deese-Roediger-McDermott (DRM) false memory. We aim to suggest that the occurrence of false memory under these two states is a result of reinforcing some abilities and changes in cognitive systems which can ultimately improve some aspects of cognitive functions. In our analogy, we propose that: (1) both sleep and meditation may improve source monitoring ability whose failure is one of the most important mechanisms in producing false memories, and (2) despite improvement in source monitoring ability, adaptive cognitive processes, as mechanisms which are common in sleep and meditation, can still produce false memories. In conclusion, we propose that in spite of their contribution to false memory through adaptive processes, the beneficial role of sleep and meditation in cognition may be more prominent than their harmful role.
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15
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Diaz A, Blankenship TL, Bell MA. Episodic Memory in Middle Childhood: Age, Brain Electrical Activity, and Self-Reported Attention. COGNITIVE DEVELOPMENT 2018; 47:63-70. [PMID: 30364616 DOI: 10.1016/j.cogdev.2018.03.003] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
Abstract
Middle childhood is a transitional period for episodic memory (EM) performance, as a result of improvements in strategies that are used to encode and retrieve memories. EM is also a skill continually assessed for testing in the school setting. The purpose of this study was to examine EM performance during middle childhood and its relation to individual differences in attentional abilities and in neurophysiological functioning. We examined self-reports of attention at 6, 7 and 8-years of age as well as parietal EEG recorded during baseline, memory task encoding, and memory task retrieval. Results indicate that child self-reports of attention predicted EM performance. Additionally, the difference from baseline to retrieval-related EEG activation contributed variance to EM performance. Results replicate other middle childhood studies showing a positive association between EM performance and attention while also suggesting that parietal EEG yields critical information regarding memory performance.
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Affiliation(s)
- Anjolii Diaz
- Department of Psychological Sciences, Ball State University, 2000 W University Avenue 109 North Quad Muncie, IN 47306, USA
| | - Tashauna L Blankenship
- Department of Psychological and Brain Sciences, Boston University, 64 Cummington Mall Boston, MA 02215, USA
| | - Martha Ann Bell
- Department of Psychology, Virginia Polytechnic Institute and State University, 890 Drillfield Drive, 333 Williams Hall Blacksburg, VA 24061, USA
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Ünal G, Hohenberger A. The cognitive bases of the development of past and future episodic cognition in preschoolers. J Exp Child Psychol 2017. [PMID: 28641120 DOI: 10.1016/j.jecp.2017.05.014] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/27/2023]
Abstract
The aim of this study was to use a minimalist framework to examine the joint development of past and future episodic cognition and their underlying cognitive abilities in 3- to 5-year-old Turkish preschoolers. Participants engaged in two main tasks, a what-where-when (www) task to measure episodic memory and a future prediction task to measure episodic future thinking. Three additional tasks were used for predicting children's performance in the two main tasks: a temporal language task, an executive function task, and a spatial working memory task. Results indicated that past and future episodic tasks were significantly correlated with each other even after controlling for age. Hierarchical multiple regressions showed that, after controlling for age, the www task was predicted by executive functions, possibly supporting binding of episodic information and by linguistic abilities. The future prediction task was predicted by linguistic abilities alone, underlining the importance of language for episodic past and future thinking.
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Affiliation(s)
- Gülten Ünal
- Department of Psychology, Faculty of Humanities and Social Sciences, Ankara Yildirim Beyazit University, 06010 Ankara, Turkey.
| | - Annette Hohenberger
- Department of Cognitive Science, Informatics Institute, Middle East Technical University, 06800 Ankara, Turkey
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17
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Hainselin M, Picard L, Manolli P, Vankerkore-Candas S, Bourdin B. Hey Teacher, Don't Leave Them Kids Alone: Action Is Better for Memory than Reading. Front Psychol 2017; 8:325. [PMID: 28337159 PMCID: PMC5343022 DOI: 10.3389/fpsyg.2017.00325] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/29/2016] [Accepted: 02/20/2017] [Indexed: 11/13/2022] Open
Abstract
There is no consensus on how the enactment effect (EE), although it is robust, enhances memory. Researchers are currently investigating the cognitive processes underlying this effect, mostly during adulthood; the link between EE and crucial function identified in adulthood such as episodic memory and binding process remains elusive. Therefore, this study aims to verify the existence of EE in 6-10 years old and assess cognitive functions potentially linked to this effect in order to shed light on the mechanisms underlying the EE during childhood. Thirty-five children (15 second graders and 20 fifth graders) were included in this study. They encoded 24 action phrases from a protocol adapted from Hainselin et al. (2014). Encoding occurred under four conditions: Verbal Task, Listening Task, Experimenter-Performed Task, and Subject-Performed Task. Memory performance was assessed for free and cued recall, as well as source memory abilities. ANOVAS were conducted to explore age-related effects on the different scores according to encoding conditions. Correlations between EE scores (Subject-Performed Task/Listening Task) and binding memory scores (short-term binding and episodic memory) were run. Both groups benefited from EE. However, in both groups, performance did not significantly differ between Subject-Performed Task and Experimenter-Performed Task. A positive correlation was found between EE and episodic memory score for second graders and a moderate negative correlation was found between EE and binding scores for fifth graders. Our results confirm the existence of EE in 6 and 10 year olds, but they do not support the multimodal theory (Engelkamp, 2001) or the "glue" theory (Kormi-Nouri and Nilsson, 2001). This suggests instead that episodic memory might not underlie EE during early childhood.
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Affiliation(s)
| | - Laurence Picard
- Laboratoire de Psychologie, EA 3188, Université Bourgogne Franche-Comté Besançon, France
| | - Patrick Manolli
- Laboratoire de Psychologie, EA 3188, Université Bourgogne Franche-Comté Besançon, France
| | | | - Béatrice Bourdin
- CRP-CPO, EA 7273, Université de Picardie Jules Verne Amiens, France
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Silbereis JC, Pochareddy S, Zhu Y, Li M, Sestan N. The Cellular and Molecular Landscapes of the Developing Human Central Nervous System. Neuron 2016; 89:248-68. [PMID: 26796689 DOI: 10.1016/j.neuron.2015.12.008] [Citation(s) in RCA: 451] [Impact Index Per Article: 56.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/11/2022]
Abstract
The human CNS follows a pattern of development typical of all mammals, but certain neurodevelopmental features are highly derived. Building the human CNS requires the precise orchestration and coordination of myriad molecular and cellular processes across a staggering array of cell types and over a long period of time. Dysregulation of these processes affects the structure and function of the CNS and can lead to neurological or psychiatric disorders. Recent technological advances and increased focus on human neurodevelopment have enabled a more comprehensive characterization of the human CNS and its development in both health and disease. The aim of this review is to highlight recent advancements in our understanding of the molecular and cellular landscapes of the developing human CNS, with focus on the cerebral neocortex, and the insights these findings provide into human neural evolution, function, and dysfunction.
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Affiliation(s)
- John C Silbereis
- Department of Neuroscience, Yale School of Medicine, New Haven, CT 06510, USA
| | - Sirisha Pochareddy
- Department of Neuroscience, Yale School of Medicine, New Haven, CT 06510, USA
| | - Ying Zhu
- Department of Neuroscience, Yale School of Medicine, New Haven, CT 06510, USA
| | - Mingfeng Li
- Department of Neuroscience, Yale School of Medicine, New Haven, CT 06510, USA
| | - Nenad Sestan
- Department of Neuroscience, Yale School of Medicine, New Haven, CT 06510, USA; Department of Genetics and Department of Psychiatry, Yale School of Medicine, New Haven, CT 06510, USA; Program in Cellular Neuroscience, Neurodegeneration and Repair, Yale School of Medicine, New Haven, CT 06510, USA; Section of Comparative Medicine, Yale School of Medicine, New Haven, CT 06510, USA; Yale Child Study Center, Yale School of Medicine, New Haven, CT 06510, USA; Kavli Institute for Neuroscience, Yale School of Medicine, New Haven, CT 06510, USA.
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19
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Hala S, McKay LA, Brown AMB, San Juan V. Source Monitoring and Executive Function in 2.5- to 3-Year-Olds. JOURNAL OF COGNITION AND DEVELOPMENT 2016. [DOI: 10.1080/15248372.2015.1058261] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
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20
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Blankenship SL, Riggins T. Developmental differences in relations between parent-reported executive function and unitized and non-unitized memory representations during childhood. Front Psychol 2015; 6:1214. [PMID: 26347683 PMCID: PMC4541290 DOI: 10.3389/fpsyg.2015.01214] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/17/2015] [Accepted: 07/30/2015] [Indexed: 11/13/2022] Open
Abstract
Previous research has documented an association between executive functioning (EF) and memory for bound details. However, it is unknown if this relation varies as a function of the type of bound information (i.e., unitized versus non-unitized) and whether this association changes as a function of age during childhood, when both EF and memory undergo rapid development. The current study sought to address these gaps by examining whether relations between parent-reported EF differed for unitized versus non-unitized memory representations and if these relations differed between children who were 4, 6, or 8 years of age. Results revealed that EF was selectively associated with non-unitized associative memory in 8-year-old children; no significant relations between EF and either memory condition were evident in 4- or 6-year-olds. These results suggest relations between EF and memory may be specific to non-unitized representations and that this association may emerge across childhood as both EF and memory abilities develop.
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Affiliation(s)
- Sarah L Blankenship
- Neuroscience and Cognitive Science Program, University of Maryland, College Park MD, USA
| | - Tracy Riggins
- Neuroscience and Cognitive Science Program, University of Maryland, College Park MD, USA ; Department of Psychology, University of Maryland, College Park MD, USA
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Cuevas K, Rajan V, Morasch KC, Bell MA. Episodic memory and future thinking during early childhood: Linking the past and future. Dev Psychobiol 2015; 57:552-65. [PMID: 25864990 PMCID: PMC4501266 DOI: 10.1002/dev.21307] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/16/2014] [Accepted: 03/11/2015] [Indexed: 11/09/2022]
Abstract
Despite extensive examination of episodic memory and future thinking development, little is known about the concurrent emergence of these capacities during early childhood. In Experiment 1, 3-year-olds participated in an episodic memory hiding task ("what, when, where" [WWW] components) with an episodic future thinking component. In Experiment 2, a group of 4-year-olds (including children from Experiment 1) participated in the same task (different objects and locations), providing the first longitudinal investigation of episodic memory and future thinking. Although children exhibited age-related improvements in recall, recognition, and binding of the WWW episodic memory components, there were no age-related changes in episodic future thinking. At both ages, WWW episodic memory performance was higher than future thinking performance, and episodic future thinking and WWW memory components were unrelated. These findings suggest that the WWW components of episodic memory are potentially less fragile than the future components when assessed in a cognitively demanding task.
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Affiliation(s)
- Kimberly Cuevas
- Department of Psychology, University of Connecticut, 99 East Main St., Waterbury, CT 06702
| | - Vinaya Rajan
- School of Education, University of Delaware, 113 Willard Hall Education Building, Newark, DE 19716,
| | - Katherine C. Morasch
- Department of Psychology, Virginia Tech, 890 Drillfield Drive, Blacksburg, VA 24061,
| | - Martha Ann Bell
- Department of Psychology, Virginia Tech, 890 Drillfield Drive, Blacksburg, VA 24061,
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Stephens E, Suarez S, Koenig M. Early testimonial learning: monitoring speech acts and speakers. ADVANCES IN CHILD DEVELOPMENT AND BEHAVIOR 2015; 48:151-83. [PMID: 25735944 DOI: 10.1016/bs.acdb.2014.11.004] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
Abstract
Testimony provides children with a rich source of knowledge about the world and the people in it. However, testimony is not guaranteed to be veridical, and speakers vary greatly in both knowledge and intent. In this chapter, we argue that children encounter two primary types of conflicts when learning from speakers: conflicts of knowledge and conflicts of interest. We review recent research on children's selective trust in testimony and propose two distinct mechanisms supporting early epistemic vigilance in response to the conflicts associated with speakers. The first section of the chapter focuses on the mechanism of coherence checking, which occurs during the process of message comprehension and facilitates children's comparison of information communicated through testimony to their prior knowledge, alerting them to inaccurate, inconsistent, irrational, and implausible messages. The second section focuses on source-monitoring processes. When children lack relevant prior knowledge with which to evaluate testimonial messages, they monitor speakers themselves for evidence of competence and morality, attending to cues such as confidence, consensus, access to information, prosocial and antisocial behavior, and group membership.
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Affiliation(s)
- Elizabeth Stephens
- Institute of Child Development, University of Minnesota, 51 E. River Pkwy, Minneapolis, MN 55455
| | - Sarah Suarez
- Institute of Child Development, University of Minnesota, 51 E. River Pkwy, Minneapolis, MN 55455
| | - Melissa Koenig
- Institute of Child Development, University of Minnesota, 51 E. River Pkwy, Minneapolis, MN 55455.
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Blankenship TL, Bell MA. Frontotemporal Coherence and Executive Functions Contribute to Episodic Memory During Middle Childhood. Dev Neuropsychol 2015; 40:430-44. [PMID: 27043829 PMCID: PMC4894647 DOI: 10.1080/87565641.2016.1153099] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
Abstract
Contributions of differential behavioral (executive functions) and electrophysiological (frontal-temporal electroencephalogram or EEG coherence) measures to episodic memory performance were examined during middle childhood. Cognitive flexibility and right frontotemporal functional connectivity during encoding (F4/T8), as well as left frontotemporal functional connectivity during retrieval (Fp1/T7), contributed to episodic memory performance in a sample of 9-12-year-olds. These results suggest that executive functions differentially influence episodic memory, as does left and right frontotemporal functional connectivity during different portions of the memory task.
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Affiliation(s)
| | - Martha Ann Bell
- a Department of Psychology , Virginia Tech , Blacksburg , Virginia
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Rajan V, Bell MA. Developmental changes in fact and source recall: contributions from executive function and brain electrical activity. Dev Cogn Neurosci 2014; 12:1-11. [PMID: 25459873 PMCID: PMC4385478 DOI: 10.1016/j.dcn.2014.10.001] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/03/2013] [Revised: 06/27/2014] [Accepted: 10/10/2014] [Indexed: 12/03/2022] Open
Abstract
Fact recall improved between 6 and 8 years, whereas source recall was comparable. Executive function uniquely predicted source recall, controlling for age and language. Task-related increases in theta power were observed for fact and source recall. Executive processes support memory for context. Theta synchronization reflects retrieval-related processes in middle childhood.
Source memory involves recollecting the contextual details surrounding a memory episode. When source information is bound together, it makes a memory episodic in nature. Unfortunately, very little is known about the factors that contribute to its formation in early development. This study examined the development of source memory in middle childhood. Measures of executive function were examined as potential sources of variation in fact and source recall. Continuous electroencephalogram (EEG) measures were collected during baseline and fact and source retrieval in order to examine memory-related changes in EEG power. Six and 8-year-old children were taught 10 novel facts from two different sources and recall for fact and source information was later tested. Older children were better on fact recall, but both ages were comparable on source recall. However, source recall performance was poor at both ages, suggesting that this ability continues to develop beyond middle childhood. Regression analyses revealed that executive function uniquely predicted variance in source recall performance. Task-related increases in theta power were observed at frontal, temporal and parietal electrode sites during fact and source retrieval. This investigation contributes to our understanding of age-related differences in source memory processing in middle childhood.
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Dumontheil I. Development of abstract thinking during childhood and adolescence: the role of rostrolateral prefrontal cortex. Dev Cogn Neurosci 2014; 10:57-76. [PMID: 25173960 PMCID: PMC6987955 DOI: 10.1016/j.dcn.2014.07.009] [Citation(s) in RCA: 108] [Impact Index Per Article: 10.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/05/2014] [Revised: 07/29/2014] [Accepted: 07/31/2014] [Indexed: 12/20/2022] Open
Abstract
Rostral prefrontal cortex (RPFC) supports self-generated, abstract thought processing. Flexibly attending towards and processing abstract thoughts develop in adolescence. RPFC activation becomes more specific to relational integration during development. Prospective memory development remains to be further studied using neuroimaging. Training of abstract thinking, e.g. reasoning, may have implication for education.
Rostral prefrontal cortex (RPFC) has increased in size and changed in terms of its cellular organisation during primate evolution. In parallel emerged the ability to detach oneself from the immediate environment to process abstract thoughts and solve problems and to understand other individuals’ thoughts and intentions. Rostrolateral prefrontal cortex (RLPFC) is thought to play an important role in supporting the integration of abstract, often self-generated, thoughts. Thoughts can be temporally abstract and relate to long term goals, or past or future events, or relationally abstract and focus on the relationships between representations rather than simple stimulus features. Behavioural studies have provided evidence of a prolonged development of the cognitive functions associated with RLPFC, in particular logical and relational reasoning, but also episodic memory retrieval and prospective memory. Functional and structural neuroimaging studies provide further support for a prolonged development of RLPFC during adolescence, with some evidence of increased specialisation of RLPFC activation for relational integration and aspects of episodic memory retrieval. Topics for future research will be discussed, such as the role of medial RPFC in processing abstract thoughts in the social domain, the possibility of training abstract thinking in the domain of reasoning, and links to education.
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Affiliation(s)
- Iroise Dumontheil
- Department of Psychological Sciences, Birkbeck, University of London, UK; Institute of Cognitive Neuroscience, University College London, UK.
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Edgin JO, Spanò G, Kawa K, Nadel L. Remembering things without context: development matters. Child Dev 2014; 85:1491-502. [PMID: 24597709 DOI: 10.1111/cdev.12232] [Citation(s) in RCA: 25] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/27/2022]
Abstract
Spatial context supports memory retrieval in adults. To understand the development of these effects, context effects on object recognition were tested in neurotypical children ages 3 years to adulthood (n 3-6 years = 34, n 10-16 years = 32, n college age = 22) and individuals with Down syndrome (DS) ages 10-29 years (n = 21). Participants engaged in an object recognition task; objects were presented in scenes and either remained in that same scene or were removed at test. In some groups (< 4.5 years and with DS) context effects were present even though object recognition was poor. After 4.5 years, children demonstrated memory flexibility, while later in adolescence context effects reemerged, showing nonlinearity in the development of these effects.
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