Exploring the late maturation of an intrinsic episodic memory network: A resting-state fMRI study

Previous research suggests that episodic memory relies on functional neural networks,which are present even in the absence of an explicit task. The regions that integrate.these networks and the developmental changes in intrinsic functional connectivity.remain elusive. In the present study, we outlined an intrinsic episodic memory network.(iEMN) based on a systematic selection of functional connectivity studies, and.inspected network differences in resting-state fMRI between adolescents (13-17 years.old) and adults (23-27 years old) from the publicly available NKI-Rockland Sample.Through a review of brain regions commonly associated with episodic memory.networks, we identified a potential iEMN composed by 14 bilateral ROIs, distributed.across temporal, frontal and parietal lobes. Within this network, we found an increase.in resting-state connectivity from adolescents to adults between the right temporal pole.and two regions in the right lateral prefrontal cortex. We argue that the coordination of.these brain regions, connecting areas of semantic processing and areas of controlled.retrieval, arises as an important feature towards the full maturation of the episodic.memory system. The findings add to evidence suggesting that adolescence is a key.period in memory development and highlights the role of intrinsic functional.connectivity in such development.

Asthma and Memory Function in Children

Importance

Asthma is a chronic respiratory disease affecting approximately 5 million children in the US. Rodent models of asthma indicate memory deficits, but little is known about whether asthma alters children's memory development.

Objective

To assess whether childhood asthma is associated with lower memory abilities in children.

Design, Setting, and Participants

This cohort study used observational data from the Adolescent Brain Cognitive Development (ABCD) Study, a multisite longitudinal investigation that began enrollment in 2015. Approximately 11 800 children aged 9 to 10 years were enrolled at baseline with follow-up at 1 and 2 years. Participants were selected based on exposures described subsequently to determine longitudinal and cross-sectional associations between asthma and memory. Data were analyzed from Month year to Month year.

Exposures

Asthma was determined from parent reports. For the longitudinal analysis, children were selected if they had asthma at baseline and at the 2-year follow-up (earlier childhood onset), at the 2-year follow-up only (later childhood onset), or no history of asthma. For the cross-sectional analysis, children were selected if they had asthma at any time point, or no history of asthma. The comparison group of children with asthma history was matched on demographic and health covariates for each analysis.

Main Outcomes and Measures

The primary outcome was episodic memory. Secondary outcomes included processing speed, inhibition and attention.

Results

Four hundred seventy-four children were included in the longitudinal analysis (earlier childhood onset: 135 children; mean [SD] age, 9.90 [0.63] years; 76 [56%] male; 53 [28%] Black, 29 [21%] Hispanic or Latino, and 91 [48%] White; later childhood onset: 102 children; mean [SD] age 9.88 [0.59] years; 54 [53%] female; 22 [17%] Black, 19 [19%] Hispanic or Latino, and 83 [63%] White; comparison: 237 children; mean [SD] age, 9.89 [0.59] years; 121 [51%] male; 47 [15%] Black, 48 [20%] Hispanic or Latino, and 194 [62%] White). Children with earlier onset of asthma exhibited lower rates of longitudinal memory improvements relative to the comparison group (β = -0.17; 95% CI, -0.28 to -0.05; P = .01). Two thousand sixty-two children were selected for the cross-sectional analysis (with asthma: 1031 children; mean [SD] age, 11.99 [0.66] years; 588 [57%] male; 360 [27%] Black, 186 [18%] Hispanic or Latino, and 719 [54%] White; without asthma: 1031 children; mean [SD] age 12.00 [0.66] years; 477 [54%] female; 273 [21%] Black, 242 [23%] Hispanic or Latino, and 782 [59%] White). Children with asthma (1031 children) showed lower scores on episodic memory (β = -0.09; 95% CI, -0.18 to -0.01; P = .04), processing speed (β = -0.13; 95% CI, -0.22 to -0.03; P = .01), and inhibition and attention (β = -0.11; 95% CI, -0.21 to -0.02; P = .02).

Conclusions and Relevance

In this cohort study, asthma was associated with memory difficulties in children, which may be more severe if asthma onset is earlier in childhood and may extend to executive function abilities.

Of popsicles and crackers: when spatio-temporal memory is not integrated into children's decision-making

Prior research has used innovative paradigms to show that some non-human animal species demonstrate behavioural choices (i.e. foraging for a food item at a specific location, and at a time that guarantees it has not yet decayed), reflecting episodic-like or 'WWW' memory (memory for 'what' happened, 'where' and 'when'). These results raised the question of whether similar approaches could be used to examine memory in young children in order to reduce verbal demands. The present research examines the extent to which children's WWW memory aligns with memory-based choices in 3- to 5-year-olds (n = 95; study 1) and in 7- to 11-year-olds and adults (n = 168; study 2). Results indicate that preschoolers' struggle with choice-based tasks probably reflects difficulty integrating their WWW memory with an understanding that certain items decay over time. Moreover, a convergence between verbal recall measures and choice-based measures is observable in 7-year-olds and beyond, reflecting a stronger integration of memory signals, understanding of state transformation, and decision-making. This article is part of the theme issue 'Elements of episodic memory: lessons from 40 years of research'.

How do adolescents consider life and death? A cognition-to-action framework for suicide prevention

Rising rates of suicide fatality, attempts, and ideations among adolescents aged 10-19 over the past two decades represent a national public health priority. Theories that seek to understand suicidal ideation overwhelmingly focus on the transition from ideation to attempt and on a sole cognition: active suicidal ideation - the serious consideration of killing one's self, with less attention to non-suicidal cognitions that emerge during adolescence that may have implications for suicidal behavior. A large body of research exists that characterizes adolescence not only as a period of heightened onset and prevalence of active suicidal ideation and the desire to no longer be alive (i.e., passive suicidal ideation), but also for non-suicidal cognitions about life and death. Our review synthesizes extant literature in the content, timing and mental imagery of thoughts adolescents have about their (1) life; and (2) mortality that may co-occur with active and passive suicidal ideation that have received limited attention in adolescent suicidology. Our "cognition-to-action framework for adolescent suicide prevention" builds on existing ideation-to-action theories to identify life and non-suicidal mortality cognitions during adolescence that represent potential leverage points for the prevention of attempted suicide and premature death during this period and across the life span.

Developmental refinements to neural attentional state during semantic memory retrieval through adolescence

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.

Goal-directed learning in adolescence: neurocognitive development and contextual influences

Adolescence is a time during which we transition to independence, explore new activities and begin pursuit of major life goals. Goal-directed learning, in which we learn to perform actions that enable us to obtain desired outcomes, is central to many of these processes. Currently, our understanding of goal-directed learning in adolescence is itself in a state of transition, with the scientific community grappling with inconsistent results. When we examine metrics of goal-directed learning through the second decade of life, we find that many studies agree there are steady gains in performance in the teenage years, but others report that adolescent goal-directed learning is already adult-like, and some find adolescents can outperform adults. To explain the current variability in results, sophisticated experimental designs are being applied to test learning in different contexts. There is also increasing recognition that individuals of different ages and in different states will draw on different neurocognitive systems to support goal-directed learning. Through adoption of more nuanced approaches, we can be better prepared to recognize and harness adolescent strengths and to decipher the purpose (or goals) of adolescence itself.

Prolonged development of forced-choice recognition when targets are paired with non-corresponding lures

Previous research suggests that mnemonic discrimination (i.e., the ability to discriminate between previously encountered and novel stimuli even when they are highly similar) improves substantially during childhood. To further understand the development of mnemonic discrimination during childhood, the current study had 4-year-old children, 6-year-old children, and young adults complete the forced-choice Mnemonic Similarity Task (MST). The forced-choice MST offers a significant advantage in the context of developmental research because it is not sensitive to age-related differences in response criteria and includes three test formats that are theorized to be supported by different cognitive processes. A target (i.e., a previously encountered item) is paired with either a novel item (A-X), a corresponding lure (A-A'; i.e., an item mnemonically similar to the target), or a non-corresponding lure (A-B'; i.e., an item mnemonically similar to a different previously encoded item). We observed that 4-year-olds performed more poorly than 6-year-olds on the A-X and A-A' test formats, whereas both 4- and 6-year-olds performed more poorly than young adults on the A-B' test format. The MINERVA 2.2 computational model effectively accounted for these age-related differences. The model suggested that 4-year-olds have a lower learning rate (i.e., probability of encoding stimulus features) than 6-year-olds and young adults and that both 4- and 6-year-olds have greater encoding variability than young adults. These findings provide new insight into possible mechanisms underlying memory development during childhood and serve as the basis for multiple avenues of future research.

What about "space" is important for episodic memory?

Early cognitive neuroscientific research revealed that the hippocampus is crucial for spatial navigation in rodents, and for autobiographical episodic memory in humans. Researchers quickly linked these streams to propose that the human hippocampus supports memory through its role in representing space, and research on the link between spatial cognition and episodic memory in humans has proliferated over the past several decades. Different researchers apply the term "spatial" in a variety of contexts, however, and it remains unclear what aspect of space may be critical to memory. Similarly, "episodic" has been defined and tested in different ways. Naturalistic assessment of spatial memory and episodic memory (i.e., episodic autobiographical memory) is required to unify the scale and biological relevance in comparisons of spatial and mnemonic processing. Limitations regarding the translation of rodent to human research, human ontogeny, and inter-individual variability require greater consideration in the interpretation of this literature. In this review, we outline the aspects of space that are (and are not) commonly linked to episodic memory, and then we discuss these dimensions through the lens of individual differences in naturalistic autobiographical memory. Future studies should carefully consider which aspect(s) of space are being linked to memory within the context of naturalistic human cognition. This article is categorized under: Psychology > Memory.

Distinct multivariate structural brain profiles are related to variations in short- and long-delay memory consolidation across children and young adults

From early to middle childhood, brain regions that underlie memory consolidation undergo profound maturational changes. However, there is little empirical investigation that directly relates age-related differences in brain structural measures to memory consolidation processes. The present study examined memory consolidation of intentionally studied object-location associations after one night of sleep (short delay) and after two weeks (long delay) in normally developing 5-to-7-year-old children (n = 50) and young adults (n = 39). Behavioural differences in memory retention rate were related to structural brain measures. Our results showed that children, in comparison to young adults, retained correctly learnt object-location associations less robustly over short and long delay. Moreover, using partial least squares correlation method, a unique multivariate profile comprised of specific neocortical (prefrontal, parietal, and occipital), cerebellar, and hippocampal head and subfield structures in the body was found to be associated with variation in short-delay memory retention. A different multivariate profile comprised of a reduced set of brain structures, mainly consisting of neocortical (prefrontal, parietal, and occipital), hippocampal head, and selective hippocampal subfield structures (CA1-2 and subiculum) was associated with variation in long-delay memory retention. Taken together, the results suggest that multivariate structural pattern of unique sets of brain regions are related to variations in short- and long-delay memory consolidation across children and young adults.

Developmental differences in memory reactivation relate to encoding and inference in the human brain

Despite the fact that children can draw on their memories to make novel inferences, it is unknown whether they do so through the same neural mechanisms as adults. We measured memory reinstatement as participants aged 7-30 years learned new, related information. While adults brought memories to mind throughout learning, adolescents did so only transiently, and children not at all. Analysis of trial-wise variability in reactivation showed that discrepant neural mechanisms-and in particular, what we interpret as suppression of interfering memories during learning in early adolescence-are nevertheless beneficial for later inference at each developmental stage. These results suggest that while adults build integrated memories well-suited to informing inference directly, children and adolescents instead must rely on separate memories to be individually referenced at the time of inference decisions.

Contextual features in the developing hippocampus: A representational similarity analysis

Functional divisions of labor in support of memory have been reported along the anterior-posterior axis of the hippocampus. However, little is known about how the developing hippocampus represents associative memories along this axis. The present research employed representational similarity analysis to ask whether developmental differences exist in the extent to which the anterior versus the posterior hippocampus represent features of the context and associative memories. Functional magnetic resonance imaging data were collected during the retrieval phase of an associative recognition task from 8-year-olds, 10-year-olds, and adults (N = 58). Participants were asked to retrieve pairs of items, which were presented either in the same location as during encoding or in a flipped location. In the anterior hippocampus and only for adults, pattern similarity between the two studied pair conditions was greater than pattern similarity between studied pairs presented in the same location and novel pairs. In contrast, this difference was not significant in the posterior hippocampus. Older, but not younger, children showed a similar, albeit attenuated, similarity pattern to that of adults, but measures of patterns similarity predicted associative recognition across ages. In addition, exploratory analyses showed that similarity patterns in the adult posterior, but not anterior, hippocampus tracked the order of the runs. Overall, the results suggest functional and developmental dissociations in processing different contextual features, with the anterior hippocampus responding to salient and rapid-changing features and the posterior hippocampus responding to slower-changing features of the context.

Efficient Ways to Combat Doping in a Sports Education Context!? A Systematic Review on Doping Prevention Measures Focusing on Young Age Groups

Youth is characterized by testing and crossing natural boundaries, sometimes with the help of performance-enhancing substances. In this context, doping prevention measures play a crucial role to protect individuals both within and outside the context of elite sport. Based on the PRISMA guidelines, a systematic literature search was conducted in the databases ProQuest (ERIC), Scopus, PSYNDEX/PsychInfo, PubMed, and Web of Science Core Collection to provide an overview of the impact of doping prevention measures, with particular attention to the underlying understanding of learning. As a result of the screening process, 30 of the initial 5,591 articles met the previously defined and recorded eligibility criteria. The analysis led to heterogeneous results regarding content, implementation, target group, or outcome variables considered relevant. Two-thirds of the studies related to the competitive sports context. Nevertheless, there has been a growing interest in studying doping prevention and its effects on non-elite athlete target groups in recent years. In terms of effectiveness, many measures did not achieve long-term changes or did not collect any follow-up data. This contrasts with understanding learning as sustained change and reduces the intended long-term protection of prevention measures, especially for adolescent target groups. Even young age groups from 10 years upwards benefited from doping prevention measures, and almost all doping prevention measures enabled their participants to increase their physical and health literacy. No conclusion can be drawn as to whether doping prevention measures based on constructivist ideas are superior to cognitivist approaches or a combination of both. Nevertheless, programs that actively engage their participants appear superior to lecture-based knowledge transfer. Most of the prevention measures offered a benefit-orientation so that participants can achieve added value, besides trying to initiate health-promoting change through rejection. Because of the lack of sustained changes, a further modification in doping prevention seems necessary. The review results support the value of primary prevention. Doping prevention measures should enable tailored learning and development options in the sense of more meaningful differentiation to individual needs. The implementation in a school context or an online setting is promising and sees doping as a problem for society. The review highlights the importance of accompanying evaluation measures to identify efficient prevention components that promote health and protect young people.

Developmental change in prefrontal cortex recruitment supports the emergence of value-guided memory

Prioritizing memory for valuable information can promote adaptive behavior across the lifespan, but it is unclear how the neurocognitive mechanisms that enable the selective acquisition of useful knowledge develop. Here, using a novel task coupled with functional magnetic resonance imaging, we examined how children, adolescents, and adults (N = 90) learn from experience what information is likely to be rewarding, and modulate encoding and retrieval processes accordingly. We found that the ability to use learned value signals to selectively enhance memory for useful information strengthened throughout childhood and into adolescence. Encoding and retrieval of high- vs. low-value information was associated with increased activation in striatal and prefrontal regions implicated in value processing and cognitive control. Age-related increases in value-based lateral prefrontal cortex modulation mediated the relation between age and memory selectivity. Our findings demonstrate that developmental increases in the strategic engagement of the prefrontal cortex support the emergence of adaptive memory.

Curiosity in childhood and adolescence - what can we learn from the brain

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Curiosity enhances memory via the hippocampus, prefrontal cortex, and ventral striatum.

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Development of curiosity and its effect on memory in childhood/adolescence not well understood.

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Maturation of curiosity-promoting brain functions might contribute to increasing benefits of curiosity for learning.

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Harnessing curiosity in education might need differential approaches across child development.

Accumulating evidence in adults has shown that curiosity and surprise enhance memory via activity in the hippocampus, prefrontal cortex, and dopaminergic areas. Based on findings of how these brain areas and their inter-connections develop during childhood and adolescence, we discuss how the effects of curiosity and surprise on memory may develop during childhood and adolescence. We predict that the maturation of brain areas potentially related to curiosity elicitation (hippocampus, anterior cingulate cortex [ACC], prefrontal cortex) and protracted development of hippocampal-PFC and ACC-PFC connectivity lead to differential effects of curiosity and surprise on memory during childhood and adolescence. Our predictions are centred within the PACE (Prediction-Appraisal-Curiosity-Exploration) Framework which proposes multiple levels of analyses of how curiosity is elicited and enhances memory.

Developmental Differences in Subjective Recollection and Its Role in Decision Making

We examined how subjective assessments of recollection guide decision making. Subjective recollection was dissociated from accuracy during a forced-choice recognition task. Distracters were either similar to targets (match condition) or to other studied, but untested items (nonmatch condition). We assessed 223 participants (112 males) across three experiments (137 White, 37 Asian-American, 7 African-American, 4 American-Indian, 32 mixed race, 6 undisclosed). In Experiment 1, 6- to 10-year-olds and adults (N = 119) were less accurate (d = 0.70), but more likely to claim subjective recollection and make memory selections in anticipation of a reward in the nonmatch condition (ds = 0.64-0.70). This pattern was eliminated in 6- to 7-year-olds when we limited the number of selections (Experiment 2, N = 52), but was replicated when we required the selections to be counted (Experiment 3, N = 52), underscoring the effects of decision complexity on children's self-reflections.