Childhood amnesia: a conceptualization in cognitive-psychological terms

Significance of the anterior cingulate cortex in neurogenesis plasticity: Connections, functions, and disorders across postnatal and adult stages

The anterior cingulate cortex (ACC) is a complex and continually evolving brain region that remains a primary focus of research due to its multifaceted functions. Various studies and analyses have significantly advanced our understanding of how the ACC participates in a wide spectrum of memory and cognitive processes. However, despite its strong connections to brain areas associated with hippocampal and olfactory neurogenesis, the functions of the ACC in regulating postnatal and adult neurogenesis in these regions are still insufficiently explored. Investigating the intricate involvement of the ACC in neurogenesis could enhance our comprehension of essential aspects of brain plasticity. This involvement stems from its complex circuitry with other relevant brain regions, thereby exerting both direct and indirect impacts on the neurogenesis process. This review sheds light on the promising significance of the ACC in orchestrating postnatal and adult neurogenesis in conditions related to memory, cognitive behavior, and associated disorders.

Maternal enrichment increases infantile spatial amnesia mediated by postnatal neurogenesis modulation

Infantile amnesia, the inability to form long-lasting episodic memories, is a phenomenon extensively known but with no clear understanding of its origins. However, a recent study showed that high rates of hippocampal postnatal neurogenesis degrade episodic-like memories in infants a few days after memory acquisition. Additionally, new studies indicate that exposure to an enriched environment in mice leads to high hippocampal neurogenesis in their offspring. Nevertheless, it is still unclear how this intergenerational trait affects the persistence of hippocampal memories. Therefore, we evaluated spatial memory retention in the offspring of enriched female mice after weaning to address this question. Ten days after spatial learning, we tested memory retention, observing that the offspring of enriched dams increased spatial memory failure; this finding correlates with high proliferation rates in the hippocampus. Furthermore, we evaluated the causal relationship between postnatal hippocampal neurogenesis and memory failure using the antiproliferative drug Temozolomide (TMZ), which rescued spatial memory retrieval. Finally, we evaluated neuronal activity in the hippocampus quantifying the cells expressing the immediate early gene c-Fos. This evaluation showed engram modifications between groups. This neural activity pattern indicates that the high neurogenesis rates can modify memory engrams and cognitive performance. In conclusion, the inherited increase of hippocampal neurogenesis by enriched dams leads to plastic changes that exacerbate infantile amnesia in a spatial task.

Children show adult-like hippocampal pattern similarity for familiar but not novel events

The ability to detect differences among similar events in our lives is a crucial aspect of successful episodic memory performance, which develops across early childhood. The neural substrate of this ability is supported by operations in the medial temporal lobe (MTL). Here, we used representational similarity analysis (RSA) to measure neural pattern similarity in hippocampus, perirhinal cortex, and parahippocampal cortex for 4- to 10-year-old children and adults during naturalistic viewing of clips from the same compared to different movies. Further, we assessed the role of prior exposure to individual movie clips on pattern similarity in the MTL. In both age groups, neural pattern similarity in hippocampus was lower for clips drawn from the same movies compared to those drawn from different movies, suggesting that related content activates processes focused on keeping representations with shared content distinct. However, children showed this only for movies with which they had prior exposures, whereas adults showed the effect regardless of any prior exposures to the movies. These findings suggest that children require repeated exposure to stimuli to show adult-like MTL functioning in distinguishing among similar events.

The ontogeny of memory persistence and specificity

Interest in the ontogeny of memory blossomed in the twentieth century following the initial observations that memories from infancy and early childhood are rapidly forgotten. The intense exploration of infantile amnesia in subsequent years has led to a thorough characterization of its psychological determinants, although the neurobiology of memory persistence has long remained elusive. By contrast, other phenomena in the ontogeny of memory like infantile generalization have received relatively less attention. Despite strong evidence for reduced memory specificity during ontogeny, infantile generalization is poorly understood from psychological and neurobiological perspectives. In this review, we examine the ontogeny of memory persistence and specificity in humans and nonhuman animals at the levels of behavior and the brain. To this end, we first describe the behavioral phenotypes associated with each phenomenon. Looking into the brain, we then discuss neurobiological mechanisms in the hippocampus that contribute to the ontogeny of memory. Hippocampal neurogenesis and critical period mechanisms have recently been discovered to underlie amnesia during early development, and at the same time, we speculate that similar processes may contribute to the early bias towards memory generalization.

Age-dependent changes in spatial memory retention and flexibility in mice

In humans, memories for events happening early in life are forgotten more rapidly than those for events later in life. This form of accelerated forgetting in infancy is also observed in non-human species, and has been most extensively characterized in rats. Here we expand the characterization of infantile forgetting to mice, a species where a broader range of genetic tools can be used to understand the neurobiological mechanisms underlying this form of forgetting. Using a hidden platform version of the water maze task, we first assessed retention in mice that ranged in age from 15 to 150days-old at the beginning of training. All groups exhibited spatial memory when tested one day after training. However, only mice that were 20days or older at the time of training could remember one month later. Second, forgetting in younger cohorts of mice was not due to weaker encoding, since when younger mice were over-trained, such that their performance exceeded that of adult mice, they still exhibited forgetting. Third, in young mice, presentation of a reminder one month following training led to memory recovery, indicating that forgetting was due to a retrieval, rather than storage, deficit. Fourth, younger mice exhibited superior reversal learning compared to older mice, raising the possibility that a by-product of infantile forgetting might be greater flexibility.

Post-retrieval extinction in adolescence prevents return of juvenile fear

Traumatic experiences early in life can contribute to the development of mood and anxiety disorders that manifest during adolescence and young adulthood. In young rats exposed to acute fear or stress, alterations in neural development can lead to enduring behavioral abnormalities. Here, we used a modified extinction intervention (retrieval+extinction) during late adolescence (post-natal day 45 [p45]), in rats, to target auditory Pavlovian fear associations acquired as juveniles (p17 and p25). The effects of adolescent intervention were examined by assessing freezing as adults during both fear reacquisition and social transmission of fear from a cagemate. Rats underwent testing or training at three time points across development: juvenile (p17 or p25), adolescent (p45), and adult (p100). Retrieval+extinction during late adolescence prevented social reinstatement and recovery over time of fears initially acquired as juveniles (p17 and p25, respectively). Adolescence was the only time point tested here where retrieval+extinction prevented fear recall of associations acquired 20+ days earlier.

Human memory development and its dysfunction after early hippocampal injury

Cognitive memory involves long-term memories for facts (semantic memory) and personal experiences (episodic memory) that can be brought to mind. There is consensus that the hippocampus and related medial temporal lobe (MTL) structures are crucial for adult cognitive memory, but much less is known about their contribution to memory during infancy and childhood. We argue that the MTL is involved in memory from early in life, supporting recognition memory within the first postnatal months and recall memory within the first year. We propose that normal development involves a sequence in which a form of semantic-like memory emerges first, whereas the characteristics of episodic memory develop only later with progressive development of the hippocampus. Early bilateral injury to the hippocampus disrupts this normal pattern such that memory skills cannot develop beyond the stage of semantic memories. This review is part of the INMED/TINS special issue "Nature and nurture in brain development and neurological disorders", based on presentations at the annual INMED/TINS symposium (http://inmednet.com/).

Medial temporal lobe structures are needed to re-experience remote autobiographical memories: evidence from H.M. and W.R

The nature and extent of retrograde amnesia in patients with medial temporal lobe (MTL) lesions is currently under debate. While some investigators propose a temporally limited role for the MTL in episodic and semantic memory, others claim that MTL structures are needed for episodic memories of one's entire lifetime, and that only semantic memory becomes independent of the MTL. To address this issue, we tested two amnesic patients, H.M. and W.R., with bilateral MTL lesions on a series of remote memory tests that together distinguished episodic memory from semantic memory performance. Notably, we used a new method to assess autobiographical memory that measured the degree of re-experiencing of personal happenings from the past. Both patients showed relatively spared semantic memory, but severe impairment on measures of autobiographical memory, with no temporal gradient. Our data support the view that MTL structures play a significant role in recalling specific personal episodes, not only from the recent past but from the distant past as well.

Late postnatal maturation of excitatory synaptic transmission permits adult-like expression of hippocampal-dependent behaviors

Sensorimotor systems in altricial animals mature incrementally during early postnatal development, with complex cognitive abilities developing late. Of prominence are cognitive processes that depend on an intact hippocampus, such as contextual-configural learning, allocentric and idiocentric navigation, and certain forms of trace conditioning. The mechanisms that regulate the delayed maturation of the hippocampus are not well understood. However, there is support for the idea that these behaviors come "on line" with the final maturation of excitatory synaptic transmission. First, by providing a timeline for the first behavioral expression of various forms of learning and memory, this study illustrates the late maturation of hippocampal-dependent cognitive abilities. Then, functional development of the hippocampus is reviewed to establish the temporal relationship between maturation of excitatory synaptic transmission and the behavioral evidence of adult-like hippocampal processing. These data suggest that, in rats, mechanisms necessary for the expression of adult-like synaptic plasticity become available at around 2 postnatal weeks of age. However, presynaptic plasticity mechanisms, likely necessary for refinement of the hippocampal network, predominate and impede information processing until the third postnatal week.

Retrospective reports of college students' childhood problems

College students and a subsample of their mothers and fathers participated in a study examining their retrospective reports of childhood emotional and behavioral problems experienced by college students. College students and their mothers and fathers exhibited moderate correspondence in their recollection of internalizing and externalizing problems that college students experienced during their childhood. In contrast, college students tended to endorse significantly greater levels of both internalizing and externalizing problems relative to their mothers and fathers. Current psychological symptoms predicted the greater endorsement of childhood internalizing and externalizing problems by college students and the greater endorsement of college students' childhood internalizing problems by their mothers. Further, college students' current perceptions of their parents predicted their endorsement of childhood internalizing problems, and college students' current masculinity and femininity predicted their endorsement of childhood externalizing problems. Results of this study emphasized the importance of noting factors that may be related to retrospective reports.

Deaf and hearing adults' recollections of childhood and beyond

Whereas the average age of earliest reportable personal memory among adults is 3 to 3 1/2, there is considerable individual and group variability in the age of earliest autobiographical memory. Some of the variability is thought to be attributable to differential narrative socialisation. In the present research we tested the hypothesis that by virtue of later exposure to language, individuals born deaf to hearing parents will have earliest memories from later in life, relative to hearing individuals. The average age of single earliest identifiable memory for adults who are deaf and adults who are hearing did not differ. Nevertheless, adults who are deaf were found to have less dense representations of early autobiographical memories and to include in their narrative reports fewer categories of information, including visual-spatial information, relative to hearing adults. Participants' ratings of their memories on a number of dimensions were found to have low utility in predicting the content of autobiographical reports from both early and later in life (i.e., after age 10 years).

Assumptions of infantile amnesia: are there differences between early and later memories?

Most adults are able to provide few, if any, reports of autobiographical memories from the first years of life. Early memories that do exist have been characterised as highly emotional, containing an abundance of perceptual as opposed to propositional information, and more often in the third than the first person perspective. These qualities figure prominently in theories of the source of the phenomenon of infantile amnesia. However, early and later memories have not been directly compared with regard to these features. In the present research, we compared early and later memories in the same individuals, with the same methodology. Results indicated few objective differences between the early and later memories of women (Experiment 1) and men (Experiment 2). The findings are discussed in light of their implications for theories as to the source of infantile amnesia.

Three-year-olds remember a novel event from 20 months: evidence for long-term memory in children?

Thirty-seven 3-year-old children, who had learned a 9-action event sequence ("making Play-Doh spaghetti") when they were 20 months old, returned to the lab to determine whether they would be able to verbally and/or behaviourally recall the event after a 12- to 22-month delay. Children originally participated in the event either one or three times and experienced different parts of the event either at three distinct locations (spatial condition) or at a single location (nonspatial condition). Results show very little evidence of long-term memory for the event after one to two years. Returning children did not verbally recall the event, and they did not perform more actions or sequence the event more accurately than controls, with the exception of the older experimental children who had a tendency to sequence the event more accurately than same-aged controls. Although the results indicate that young children's memory for novel events is not very enduring, there were individual differences in children's ability to remember the event. These differences are discussed in terms of potential differences in cognitive abilities and changing knowledge about retrieval strategies or memory.