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Vijayarajah S, Schlichting ML. Developmental refinements to neural attentional state during semantic memory retrieval through adolescence. Cortex 2024; 176:77-93. [PMID: 38761418 DOI: 10.1016/j.cortex.2024.04.012] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/04/2023] [Revised: 02/25/2024] [Accepted: 04/16/2024] [Indexed: 05/20/2024]
Abstract
Despite the fact that attention undergoes protracted development, little is known about how it may support memory refinements in childhood and adolescence. Here, we asked whether people differentially focus their attention on semantic or perceptual information over development during memory retrieval. First, we trained a multivoxel classifier to characterize whole-brain neural patterns reflecting semantic versus perceptual attention in a cued attention task. We then used this classifier to quantify how attention varied in a separate dataset in which children, adolescents, and adults retrieved autobiographical, semantic, and episodic memories. All age groups demonstrated a semantic attentional bias during memory retrieval, with significant age differences in this bias during the semantic task. Trials began with a preparatory picture cue followed by a retrieval question, which allowed us to ask whether attentional biases varied by trial period. Adults showed a semantic bias earlier during the picture cues, whereas adolescents showed this bias during the question. Adults and adolescents also engaged different brain regions-superior parietal cortex and ventral visual regions, respectively-during preparatory picture cues. Our results demonstrate that retrieval-related attention undergoes refinement beyond childhood. These findings suggest that alongside expanding semantic knowledge, attention-related changes may support the maturation of factual knowledge retrieval.
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Adams J, Sherman SM, Williams HL. Revisiting Snodgrass and Vanderwart in photograph form: The Keele Photo Stimulus Set (KPSS). Behav Res Methods 2024; 56:3861-3872. [PMID: 38332413 PMCID: PMC11133023 DOI: 10.3758/s13428-024-02351-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 01/30/2024] [Indexed: 02/10/2024]
Abstract
Over the last 40 years, object recognition studies have moved from using simple line drawings, to more detailed illustrations, to more ecologically valid photographic representations. Researchers now have access to various stimuli sets, however, existing sets lack the ability to independently manipulate item format, as the concepts depicted are unique to the set they derive from. To enable such comparisons, Rossion and Pourtois (2004) revisited Snodgrass and Vanderwart's (1980) line drawings and digitally re-drew the objects, adding texture and shading. In the current study, we took this further and created a set of stimuli that showcase the same objects in photographic form. We selected six photographs of each object (three color/three grayscale) and collected normative data and RTs. Naming accuracy and agreement was high for all photographs and appeared to steadily increase with format distinctiveness. In contrast to previous data patterns for drawings, naming agreement (H values) did not differ between grey and color photographs, nor did familiarity ratings. However, grey photographs received significantly lower mental imagery agreement and visual complexity scores than color photographs. This suggests that, in comparison to drawings, the ecological nature of photographs may facilitate deeper critical evaluation of whether they offer a good match to a mental representation. Color may therefore play a more vital role in photographs than in drawings, aiding participants in judging the match with their mental representation. This new photographic stimulus set and corresponding normative data provide valuable materials for a wide range of experimental studies of object recognition.
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Affiliation(s)
- Jamie Adams
- School of Psychology, Dorothy Hodgkin Building, Keele University, Keele, Staffordshire, ST5 5BG, UK
| | - Susan M Sherman
- School of Psychology, Dorothy Hodgkin Building, Keele University, Keele, Staffordshire, ST5 5BG, UK
| | - Helen L Williams
- School of Psychology, Dorothy Hodgkin Building, Keele University, Keele, Staffordshire, ST5 5BG, UK.
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Mecklinger A, Kamp SM. Observing memory encoding while it unfolds: Functional interpretation and current debates regarding ERP subsequent memory effects. Neurosci Biobehav Rev 2023; 153:105347. [PMID: 37543177 DOI: 10.1016/j.neubiorev.2023.105347] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/27/2023] [Revised: 07/10/2023] [Accepted: 08/01/2023] [Indexed: 08/07/2023]
Abstract
Our ability to remember the past depends on neural processes set in train in the moment an event is experienced. These processes can be studied by segregating brain activity according to whether an event is later remembered or forgotten. The present review integrates a large number of studies examining this differential brain activity, labeled subsequent memory effect (SME), with the ERP technique, into a functional organization and discusses routes for further research. Based on the reviewed literature, we suggest that memory encoding is implemented by multiple processes, typically reflected in three functionally different subcomponents of the ERP SME elicited by study stimuli, which presumably interact with preparatory SME activity preceding the to be encoded event. We argue that ERPs are a valuable method in the SME paradigm because they have a sufficiently high temporal resolution to disclose the subcomponents of encoding-related brain activity. Implications of the proposed functional organization for future studies using the SME procedure in basic and applied settings will be discussed.
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Affiliation(s)
- Axel Mecklinger
- Experimental Neuropsychology Unit, Saarland University, Campus A 2-4, 66123 Saarbrücken, Germany.
| | - Siri-Maria Kamp
- Neurocognitive Psychology Unit, Universität Trier, Johanniterufer 15, 54290 Trier, Germany
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Paquet A, Simard F, Cadoret G. Electrophysiological Evidence of Enhanced Auditory Retrieval in Musically Trained Children. J PSYCHOPHYSIOL 2022. [DOI: 10.1027/0269-8803/a000298] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
Abstract
Abstract. Musical practice enhances auditory processing in children as related to pitch perception or tonal discrimination. The purpose of this study was to examine whether these benefits also occur in auditory working memory by influencing its neural substrates. Two groups of children aged between 7 and 11 years old were compared using an auditory retrieval task with three conditions: frequency retrieval, duration retrieval, and control. Musician children had weekly private violin or cello lessons for at least 14 months, whereas non-musician children had no musical training. Results showed that musicians’ scores on the Gordon’s Primary Measure of Music Audiation test were significantly higher than non-musicians’ scores in the rhythm and tone conditions. On memory tasks, musicians outperformed non-musicians in frequency retrieval but not in duration retrieval. Differences in retrieval performance were associated with a larger P200-like waveform over frontal sites in musicians and a larger N400-like waveform over centro-parietal sites in non-musicians. A source current density analysis revealed differences in frontal activities between musicians and non-musicians, suggesting that musical training influenced the neural mechanisms supporting auditory retrieval in children. These results are in agreement with previous studies that showed a better auditory memory in musicians. Furthermore, they suggest that in children, the effect of musical training can be strong enough to positively influence higher-order auditory memory processes such as active retrieval, as well as their neural correlates.
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Affiliation(s)
- Anik Paquet
- Faculty of Sciences, University of Quebec in Montreal, QC, Canada
| | - France Simard
- Faculty of Arts, University of Quebec in Montreal, QC, Canada
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Emotional Modulation of Episodic Memory in School-Age Children and Adults: An Event-Related Potential Study. Brain Sci 2021; 11:brainsci11121598. [PMID: 34942900 PMCID: PMC8699418 DOI: 10.3390/brainsci11121598] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/26/2021] [Revised: 11/18/2021] [Accepted: 11/25/2021] [Indexed: 11/17/2022] Open
Abstract
The Emotional Enhancement of Memory (EEM) has been well-demonstrated in adults, but less is known about EEM in children. The present study tested the impact of emotional valence of pictures on episodic memory using behavioral and neurophysiological measures. Twenty-six 8- to 11-year-old children were tested and compared to 30 young adults. Both groups participated in pictures' intentional encoding tasks while event-related potentials (ERPs) were recorded, followed by immediate free recall tasks. Behavioral results revealed a general EEM in free recall performances in both groups, along with a negativity effect in children. ERP responses revealed a particular sensitivity to negative pictures in children with a late emotion effect at anterior clusters, as well as a greater successful encoding effect for emotional pictures compared to neutral ones. For adults, the emotion effect was more pronounced for positive pictures across all time windows from the centro-parietal to the frontal part, and localized in the left hemisphere. Positive pictures also elicited a greater successful encoding effect at anterior clusters in adults. By combining behavioral and neurophysiological measures to assess the EEM in children compared with adults, our study provides new knowledge concerning the interaction between emotional and memory processes during development.
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Rollins L, Riggins T. Adapting event-related potential research paradigms for children: Considerations from research on the development of recognition memory. Dev Psychobiol 2021; 63:e22159. [PMID: 34333779 DOI: 10.1002/dev.22159] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/09/2021] [Revised: 05/17/2021] [Accepted: 06/21/2021] [Indexed: 11/10/2022]
Abstract
Most developmental event-related potential (ERP) research uses experimental paradigms modified from research with adults. One major challenge is identifying how to adapt these paradigms effectively for use with younger individuals. This paper provides guidance for developmental adaptations by considering research on the development of recognition memory. We provide a brief overview of recognition memory tasks and ERP components associated with recognition memory in children and adults. Then, we provide some general recommendations, discuss common differences between ERP studies of recognition memory in adults and children (e.g., the type of stimuli presented, response modalities), and provide suggestions for assessing the effect of task modifications on ERP components of interest. Specifically, we recommend (a) testing both children and adults on the modified paradigm to allow for a continuity of findings across development, (b) comparing children of different ages on the modified paradigm based on expectations regarding when developmental change occurs for the cognitive process of interest, and (c) empirically assessing the effect of methodological differences between paradigms. To illustrate the latter, we analyzed data from our lab comparing memory-related ERP components when children experienced a 1-day, 2-day, or 1-week delay between encoding and retrieval.
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Affiliation(s)
- Leslie Rollins
- Department of Psychology, Christopher Newport University, Newport News, Virginia, USA
| | - Tracy Riggins
- Department of Psychology, University of Maryland, College Park, Maryland, USA
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Wang C, Shen H, Zhu J, Manman N, Liao L, Jiang K, Dong X. Recognition memory for pictures in children with ADHD: an event-related potential study. Int J Neurosci 2021; 133:555-566. [PMID: 34082664 DOI: 10.1080/00207454.2021.1936518] [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: 10/21/2022]
Abstract
OBJECTIVE Children with ADHD are reported to accompany by various degrees of recognition memory cognitive deficits. We aimed to investigate age-related changes of the amplitude in event-related potential recordings on recognition memory in Chinese children with ADHD and to provide theoretical basis of neuro-electrophysiology for the cognition development of children. METHOD ERP and behavioral data of 6- to -10-year-old children with ADHD (n = 94) and typically developing controls (TD, n = 96) were collected while the children performed a classical visual study-test paradigm task. RESULTS Children with ADHD have defects in pictures recognition and showed a significantly smaller P2 component than that of TD children. The development of P2 and P3 component were different between the two groups. Moreover, the TD children showed the frontal old/new effect (N2) taken as a correlate of familiarity at 6 years old, and a parietal old/new effect (P3) taken as a correlate of recollection at 9 years old, while children with ADHD showed a parietal old/new effect (P3) only at 6 years old. CONCLUSION Our study provided the novel evidence that recognition memory follow different developmental trajectories at the age of 6-10 between TD and ADHD.
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Affiliation(s)
- Chaoqun Wang
- Children's Health Research Center, Changzhou Children's Hospital of Nantong University, Changzhou, Jiangsu, China
| | - Huijuan Shen
- Children's Health Research Center, Changzhou Children's Hospital of Nantong University, Changzhou, Jiangsu, China
| | - Jie Zhu
- Children's Health Research Center, Changzhou Children's Hospital of Nantong University, Changzhou, Jiangsu, China
| | - Ni Manman
- Children's Health Research Center, Changzhou Children's Hospital of Nantong University, Changzhou, Jiangsu, China
| | - Lina Liao
- Children's Health Research Center, Changzhou Children's Hospital of Nantong University, Changzhou, Jiangsu, China
| | - Kaihua Jiang
- Children's Health Research Center, Changzhou Children's Hospital of Nantong University, Changzhou, Jiangsu, China
| | - Xuan Dong
- Children's Health Research Center, Changzhou Children's Hospital of Nantong University, Changzhou, Jiangsu, China
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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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Geng F, Canada K, Riggins T. Age- and performance-related differences in encoding during early childhood: insights from event-related potentials. Memory 2017; 26:451-461. [PMID: 28830307 DOI: 10.1080/09658211.2017.1366526] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Abstract
Previous studies have found that children show rapid and significant improvements in their ability to remember individual items and the contextual details that surround these items (i.e., episodic memory) during early childhood. Encoding processes have been suggested to contribute to the development of episodic memory; however, few studies have investigated encoding processes. The goal of the current study was to examine age- and performance-related effects on encoding in children between 4 and 8 years of age using event-related potentials (ERPs). Results revealed effects of both age and performance on encoding, as indexed by the ERPs response. However, the nature of these effects differed between subsequent recognition and subsequent recollection, as well as for the two ERP components (i.e., Nc and LSW) examined. These findings are important as they contribute empirical evidence that encoding processes show developmental change across early childhood. In addition, these findings highlight the importance of controlling for performance differences in future studies examining developmental changes in episodic memory.
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Affiliation(s)
- Fengji Geng
- a Department of Psychology , University of Maryland , College Park , MD , USA
| | - Kelsey Canada
- a Department of Psychology , University of Maryland , College Park , MD , USA
| | - Tracy Riggins
- a Department of Psychology , University of Maryland , College Park , MD , USA
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