The Development of Children's Memory

Pain memory in children: a systematic review and meta-analysis with a meta-regression

ABSTRACT

The aim of this systematic review and meta-analysis was to analyze the accuracy of memory of pain and the variables that may influence it in children with acute, experimental, and chronic pain. We conducted a search in electronic databases from inception to February 11, 2022. Twelve observational studies and 3 randomized controlled studies were included in the study. The main outcome measure was the accuracy of the memory of the pain intensity (experienced/recalled). To compare the outcomes reported by the studies, we calculated the standardized mean difference (SMD) over time for the continuous variables. The overall meta-analysis showed a small effect size in favor of an overestimation of experienced pain intensity (SMD = 0.28). Subanalyzing per pain context, there was a small effect size in favor of overestimation in the clinical context (SMD = 0.33), but there was no evidence of any change in the accuracy of memory of pain in the experimental context (SMD = 0.07). The mean age of the participants and the proportion of girls significantly predicted the accuracy of the memory of pain. The period since the experienced pain measurement, the intensity of expected and recalled fear, trait anxiety, and anxiety sensitivity did not significantly predict the accuracy of the memory of pain. Children showed an overestimation in pain memory between the experienced and recalled intensity of acute pain, especially in a clinical context. Furthermore, only gender and age were predictors of the accuracy of pain memory. These results highlight the relevance of pain memory to medical practice and future research.

Developmental Considerations in How Defense Attorneys Employ Child Sexual Abuse and Rape Myths When Questioning Alleged Victims of Child Sexual Abuse

Myths and misconceptions surrounding the nature of sexual assault play a role in shaping the perceptions of victims as credible and perpetrators as culpable. Defense attorneys often capitalize on myths in court as an element of their defense strategies. Researchers have established that myths about both rape generally, and child sexual abuse (CSA) specifically, appear with regularity in criminal trials of children who have made an allegation of CSA. Yet no work has systematically and quantitatively examined the impact of a child's age on the probability that attorneys will ask a myth-consistent question in criminal trials of CSA. In the current study, we examine 6,384 lines of questioning across 134 criminal trials of CSA to assess whether defense attorneys employ developmentally sensitive strategies when asking children questions that draw upon myths about sexual violence (CSA myths: disclosure myths, extent of harm, a child's positive relationship with their perpetrator, and the presence of witnesses; Rape myths: force and resistance, motives to lie, victim precipitation, and character issues). We found that attorneys did not vary their use of CSA myths by the age of the child. However, the probability that a child would receive a rape myth-consistent line of questioning, increased with a child's age. This work suggests that attorneys are, at times, strategic in their use of myths and employ these adult rape myths in ways that are plausible, purposeful, and likely impactful. The strategic use of these questions may acknowledge young children's limited development but may place too great a demand on older children's developmental capacities. Prosecutors should be prepared to counterquestion these myths in redirect examination.

The influence of parent conversation goal and structure on children's event reports

Parents vary in conversational goals and style when discussing events with their children-two aspects of parent socialization that may be related, or exert opposing influence on the development of young children's report accuracy (a critical factor in children's eyewitness reports). In a sample of 116 parent-child dyads (M age = 53.17 months, range: 36-72 months), we examined the roles of parent social conversation goals (parent-reported and experimentally manipulated) and parent cognitive elaboration in children's ability to accurately report about a laboratory event. Parent cognitive elaboration varied by conversation goal and was positively associated with child accuracy across age but only when parents strongly endorsed social conversation goals. Parent questioning strategies and children's response accuracy varied with age. This work has implications for how we understand short- and long-term impacts caregivers exert on children's event reporting and suggests that even very young children are sensitive to variations in parent questioning practices.

Children's memory "in the wild": examining the temporal organization of free recall from a week-long camp at a local zoo

Free-recall paradigms have greatly influenced our understanding of memory. The majority of this research involves laboratory-based events (e.g., word lists) that are studied and tested within minutes. This literature shows that adults recall events in a temporally organized way, with successive responses often coming from neighboring list positions (i.e., temporal clustering) and with enhanced memorability of items from the end of a list (i.e., recency). Temporal clustering effects are so robust that temporal organization is described as a fundamental memory property. Yet relatively little is known about the development of this temporal structure across childhood, and even less about children's memory search for real-world events occurring over an extended period. In the present work, children (N = 144; 3 age groups: 4-5-year-olds, 6-7-year-olds, 8-10-year-olds) took part in a 5-day summer camp at a local zoo. The camp involved various dynamic events, including daily animal exhibit visits. On day 5, children were asked to recall all the animals they visited. We found that overall recall performance, in terms of number of animals recalled, improved steadily across childhood. Temporal organization and recency effects showed different developmental patterns. Temporal clustering was evident in the response sequences for all age groups and became progressively stronger across childhood. In contrast, the recency advantage, when characterized as a proportion of total responses, was stable across age groups. Thus, recall dynamics in early childhood parallel that seen in adulthood, with continued development of temporal organization across middle to late childhood.

Short-term temporal analysis and children's knowledge of the composition of important medicinal plants: the structural core hypothesis

BACKGROUND

Measures of the importance of medicinal plants have long been used in ethnobotany and ethnobiology to understand the influence of social-ecological system factors in the formation of individuals' differential knowledge and use. However, there is still a gap in empirical studies that seek to understand the temporal aspects of this process.

METHODS

To overcome this issue, we used the concept of the structural core of medicinal plants, a theoretical-evolutionary model, which argues that the importance of medicinal plant resources is related to the increase in individual and population fitness. It represents the set of the most effective and available resources that would treat the most common diseases in an environment. This composition of knowledge would be conservative over space and time. To test these questions, we hypothesized that the composition of the structural core remains constant during temporal changes in a social-ecological context, and that the composition of the infantile structural core (new generation) is similar to that of the adults (older generation). For 2 years, we tracked the structure of important medicinal plants among the same 49 residents of a community located in Vale do Catimbau in Pernambuco, Brazil. We also compared the importance of the medicinal plants among two different generations, children/adolescents and adults, in the same space/time context.

RESULTS AND CONCLUSION

Our results refuted both hypotheses. Regarding the composition of important medicinal plants through temporal variations and for children's learning, our results were not predicted by the model. This suggests that the structural core should not be regarded as a conservative phenomenon, but rather a congenital, dynamic, and plastic occurrence that has adapted to configure itself as a short-term population response to the treatment of local diseases.

Neurotrophic factors, childhood trauma and psychiatric disorders: A systematic review of genetic, biochemical, cognitive and imaging studies to identify potential biomarkers

BACKGROUND

Exposure to traumatic experience represents one of the key environmental factors influencing the risk for several psychiatric disorders, in particular when suffered during childhood, a critical period for brain development, characterized by a high level of neuroplasticity. Abnormalities affecting neurotrophic factors might play a fundamental role in the link between childhood trauma (CT) and early life stress (ELS) and psychiatric disorders.

METHODS

A systematic review was conducted, considering genetic, biochemical and expression studies along with cognitive and brain structure imaging investigations, based on PubMed and Web of Science databases (available up until November 2021), to identify potential neuroplasticity related biomarkers associated both with CT/ELS and psychiatric disorders. The search was followed by data abstraction and study quality assessment (Newcastle-Ottawa Scale).

RESULTS

103 studies met our eligibility criteria. Among them, 65 were available for genetic, 30 for biochemical and 3 for mRNA data; 45 findings were linked to specific symptomatology/pathologies, 16 with various cognitive functions, 19 with different brain areas, 6 on methylation and 36 performed on control subjects for the Brain Derived Neurotrophic Factor (BDNF); whereas 4 expression/biochemical studies covered Neurotrophin 4 (NT-4), Vascular Endothelium Growth Factor (VEGF), Epidermal Growth Factor (EGF), Fibroblast Growth Factor (FGF), and Transforming Growth Factor β1 (TGF-β1).

LIMITATIONS

Heterogeneity of assessments (biological, psychological, of symptomatology, and CT/ELS), age range and ethnicity of samples for BDNF studies; limited studies for other neurotrophins.

CONCLUSIONS

Results support the key role of BDNF (in form of Met allele) as biomarker, both at genetic and biochemical level, in mediating the effect of CT/ELS in psychiatric disorders, passing through specific cognitive functions and specific brain region architecture.

Recognition Memory in Noonan Syndrome

Noonan syndrome (NS) and the clinically related NS with multiple lentiginous (NMLS) are genetic conditions characterized by upregulated RAS mitogen activated protein kinase (RAS-MAPK) signaling, which is known to impact hippocampus-dependent memory formation and consolidation. The aim of the present study was to provide a detailed characterization of the recognition memory of children and adolescents with NS/NMLS. We compared 18 children and adolescents affected by NS and NMLS with 22 typically developing (TD) children, matched for chronological age and non-verbal Intelligence Quotient (IQ), in two different experimental paradigms, to assess familiarity and recollection: a Process Dissociation Procedure (PDP) and a Task Dissociation Procedure (TDP). Differences in verbal skills between groups, as well as chronological age, were considered in the analysis. Participants with NS and NSML showed reduced recollection in the PDP and impaired associative recognition in the TDP, compared to controls. These results indicate poor recollection in the recognition memory of participants with NS and NSML, which cannot be explained by intellectual disability or language deficits. These results provide evidence of the role of mutations impacting RAS-MAPK signaling in the disruption of hippocampal memory formation and consolidation.

APPLYING THE LIFESPAN MODEL OF ETHNIC-RACIAL IDENTITY: EXPLORING AFFECT, BEHAVIOR, AND COGNITION TO PROMOTE WELL-BEING

This paper presents an application of the Lifespan Model of Ethnic-Racial Identity (ERI) Development (see Williams, et al., in press). Using a tripartite approach, we present the affective, behavioral, and cognitive aspects of ERI in a framework that can be adapted for group and individual psychosocial interventions across the lifespan. These A-B-C anchors are presented in developmental contexts as well as the larger social contexts of systemic oppression and current and historical sociopolitical climates. It is ultimately the aspiration of this identity work that individuals will engage in ERI meaning-making, drawing from the implicit and explicit aspects of their A-B-Cs, to support a healthy and positive sense of themselves and others as members of ethnic-racial social groups.

Toward an Understanding of the Development of Skilled Remembering: The Role of Teachers’ Instructional Language

Although there is a rich literature on children’s strategies for remembering, little attention has been paid to characterizing developmental change within individual children and to examining mediators that may bring about such change. To address these issues, we assess children’s memory skills over time while simultaneously examining communicative interactions in the classroom. Children are not taught memory strategies in an explicit manner, but these skills emerge in the context of the elementary school classroom. Accordingly, we use longitudinal and experimental methodologies to examine the ways in which the language of instruction contributes to the development of children’s memory and cognitive skills. The basic findings are discussed here in terms of possible applications in the classroom that may impact teachers’ instruction and students’ learning.

Memory and the developing brain: From description to explanation with innovation in methods

Recent advances in human cognitive neuroscience show great promise in extending our understanding of the neural basis of memory development. We briefly review the current state of knowledge, highlighting that most work has focused on describing the neural correlates of memory in cross-sectional studies. We then delineate three examples of the application of innovative methods in addressing questions that go beyond description, towards a mechanistic understanding of memory development. First, structural brain imaging and the harmonization of measurements across laboratories may uncover ways in which the maturation of the brain constrains the development of specific aspects of memory. Second, longitudinal designs and sophisticated modeling of the data may identify age-driven changes and the factors that determine individual developmental trajectories. Third, recording memory-related activity directly from the developing brain presents an unprecedented opportunity to examine how distinct brain structures support memory in real time. Finally, the growing prevalence of data sharing offers additional means to tackle questions that demand large-scale datasets, ambitious designs, and access to rare samples. We propose that the use of such innovative methods will move our understanding of memory development from a focus on describing trends to explaining the causal factors that shape behavior.

Ontogenesis of learning and memory: Biopsychosocial and dynamical systems perspectives

In this article, we review recent empirical and theoretical work on infant memory development, highlighting future directions for the field. We consider the state of the field since Carolyn Rovee-Collier's call for developmental scientists to "shift the focus from what to why," emphasizing the function of infant behavior and the value of integrating fractionized, highly specialized subfields. We discuss functional approaches of early learning and memory, including ecological models of memory development and relevant empirical work in human and non-human organisms. Ontogenetic changes in learning and memory occur in developing biological systems, which are embedded in broader socio-cultural contexts with shifting ecological demands that are in part determined by the infants themselves. We incorporate biopsychosocial and dynamical systems perspectives as we analyze the state of the field's integration of multiple areas of specialization to provide more holistic understanding of the contributing factors and underlying mechanisms of the development of memory.

Determinants of memory development in childhood and adolescence

Research on the development of memory has a long history and constitutes one of the most active research areas in the field of cognitive development. In this article, we first describe major historical developments in the literature on children's memory, focusing on systematic research that began in the late 1960s. We then examine new developments in the field, describing four important lines of inquiry: (a) the development of implicit memory, (b) short- and long-term memory development in infancy, (c) longitudinal research on memory strategies and metamemory, and (d) developmental cognitive neuroscience of memory. Finally, promising lines of future research on memory development are briefly discussed.

The development of functional network organization in early childhood and early adolescence: A resting-state fNIRS study

Early childhood (7–8 years old) and early adolescence (11–12 years old) constitute two landmark developmental stages that comprise considerable changes in neural cognition. However, very limited information from functional neuroimaging studies exists on the functional topological configuration of the human brain during specific developmental periods. In the present study, we utilized continuous resting-state functional near-infrared spectroscopy (rs-fNIRS) imaging data to examine topological changes in network organization during development from early childhood and early adolescence to adulthood. Our results showed that the properties of small-worldness and modularity were not significantly different across development, demonstrating the developmental maturity of important functional brain organization in early childhood. Intriguingly, young children had a significantly lower global efficiency than early adolescents and adults, which revealed that the integration of the distributed networks strengthens across the developmental stages underlying cognitive development. Moreover, local efficiency of young children and adolescents was significantly lower than that of adults, while there was no difference between these two younger groups. This finding demonstrated that functional segregation remained relatively steady from early childhood to early adolescence, and the brain in these developmental periods possesses no optimal network configuration. Furthermore, we found heterogeneous developmental patterns in the regional nodal properties in various brain regions, such as linear increased nodal properties in the frontal cortex, indicating increasing cognitive capacity over development. Collectively, our results demonstrated that significant topological changes in functional network organization occurred during these two critical developmental stages, and provided a novel insight into elucidating subtle changes in brain functional networks across development.

Implicit memory of locations and identities: A developmental study

Objects in the environment have both location and identity properties. However, it is unclear how these independent properties are processed and combined in the implicit domain. The current study investigated the development of the implicit memory of object locations and object identities, both independently and combined, and the relation between implicit memory and working memory (WM) for these properties. Three age groups participated: 6- and 7-year-old children, 9- and 10-year-old children, and adults. Children and adults completed a repeated search paradigm. In the learning phase, targets' locations were consistently predicted by both the identities and locations of the distracters. In the test phase, either both remained predictive or just the identities or just the locations of the distracters predicted the location of the target. All groups showed significant implicit learning when both the identities and locations of the distracters remained predictive. When only the locations but not the identities of the distracters were predictive, adults and 9- and 10-year-olds showed significant learning, whereas 6- and 7-year-olds did not. When only the identities but not the locations of the distracters were predictive, none of the groups showed significant learning effects. In evaluating the contributions of either visual or spatial WM to implicit learning and memory, we found that children with smaller visual WM exhibited larger implicit memory effects for object identities than did children with larger visual WM. Taken together, the results indicate that children's ability to differentiate identity and location undergoes development even in the implicit domain.

Behavioral Performance and Neural Areas Associated with Memory Processes Contribute to Math and Reading Achievement in 6-year-old Children

Associations between working memory and academic achievement (math and reading) are well documented. Surprisingly, little is known of the contributions of episodic memory, segmented into temporal memory (recollection proxy) and item recognition (familiarity proxy), to academic achievement. This is the first study to observe these associations in typically developing 6-year old children. Overlap in neural correlates exists between working memory, episodic memory, and math and reading achievement. We attempted to tease apart the neural contributions of working memory, temporal memory, and item recognition to math and reading achievement. Results suggest that working memory and temporal memory, but not item recognition, are important contributors to both math and reading achievement, and that EEG power during a working memory task contributes to performance on tests of academic achievement.