How do episodic and semantic memory contribute to episodic foresight in young children?

Neuroscientist's Behavioral Toolbox for Studying Episodic-Like Memory

Episodic memory, the ability to recall specific events and experiences, is a cornerstone of human cognition with profound clinical implications. While animal studies have provided valuable insights into the neuronal underpinnings of episodic memory, research has largely relied on a limited subset of tasks that model only some aspects of episodic memory. In this narrative review, we provide an overview of rodent episodic-like memory tasks that expand the methodological repertoire and diversify the approaches used in episodic-like memory research. These tasks assess various aspects of human episodic memory, such as integrated what-where-when or what-where memory, source memory, free recall, temporal binding, and threshold retrieval dynamics. We review each task's general principle and consider whether alternative non-episodic mechanisms can account for the observed behavior. While our list of tasks is not exhaustive, we hope it will guide researchers in selecting models that align with their specific research objectives, leading to novel advancements and a more comprehensive understanding of mechanisms underlying specific aspects of episodic memory.

Episodic future thinking and delay of gratification in children: Is imagining reward pay-off helpful?

Previous studies have failed to show an effect of episodic future thinking (EFT) on children's delay of gratification (DoG), contrasting strikingly with adult findings. Recent findings from a sample of 8-11-year-old children by Canning et al. (J. Exp. Child Psychol., 228, 2023, 105618) indicate that EFT cueing is not effective compared to a no-cue control even when it is reward related. Canning et al. suggest children's DoG performance, unlike that of adults, may be negatively affected by the cognitive load of cueing, but this leaves unexplained why EFT reward-related cueing produced significantly better performance than cueing that did not involve EFT in their study. The current study attempted to further delineate the importance of linking future thinking cues to rewards. A reward-related EFT condition was compared to a reward-unrelated EFT condition and a no-cue control on a delay choice task. No significant differences were observed between the three conditions. This suggests that even reward-related future thinking is ineffective at improving children's delayed gratification. Further research is needed to determine why children struggle to benefit from EFT cues.

Using an episodic specificity induction to improve children's future thinking

Episodic future thinking (EFT) is the ability to subjectively pre-experience a specific future event. Future-oriented cognition in young children positively predicts physical health and financial status later in life. Can EFT be improved in children, even temporarily? Developmental research emphasizes the importance of thinking about one's own near future to enhance EFT, whereas research in adults suggests benefits reside in constructing a richly detailed event. We bridged the two perspectives to examine whether a procedure, the "episodic specificity induction" (ESI), could be adapted to encourage an episodic mode of thinking in children, benefitting performance on a variety of subsequent EFT tasks. The present study implemented a child-friendly ESI in which children mentally simulated a future event and were probed for specific details about it. We randomly assigned 66 children aged 6 and 7 years to one of two conditions: (1) ESI, in which children imagined "having breakfast tomorrow" in detail, describing surroundings, people, and actions, or (2) a Control condition (i.e., no construction), in which children simply viewed and described a picture of another child having breakfast. Children then completed a series of future thinking tasks assessing prospective memory, recollection/imagination of events, delay of gratification, and planning. Our ESI was successful in promoting the construction of a detailed event, and subsequently increasing the number of details of recollected and imagined events on an outcome task as compared to a control condition. Nonetheless, the effect of ESI was smaller than expected - a finding that fits with recent work suggesting that such interventions may be too cognitively taxing for young children and/or that benefits may hinge on further development in episodic processes. We discuss possible modifications to the induction and implications for EFT amelioration in young children.

Asymmetry Matters: Diffusion Tensor Tractography of the Uncinate Fasciculus in Children with Verbal Memory Deficits

BACKGROUND AND PURPOSE

Verbal declarative memory performance relies on frontotemporal connectivity. The uncinate fasciculus is a major association tract connecting the frontal and temporal lobes. Hemispheric asymmetries contribute to various cognitive and neurobehavioral abilities. Here we investigated microstructural alterations and hemispheric asymmetry of the uncinate fasciculus and their possible correlation to memory performance of children with learning disorders attributed to verbal memory deficits.

MATERIALS AND METHODS

Two groups of right-handed children with learning disorders attributed to verbal memory deficits and typically developing children (n = 20 and 22, respectively) underwent DTI on a 1.5T scanner. Tractography of the uncinate fasciculus in both hemispheres was performed, and fractional anisotropy and diffusivity indices (radial diffusivity, axial diffusivity, and trace) were obtained. The asymmetry index was calculated. Verbal memory was assessed using subsets of the Stanford Binet Intelligence Scale, 4th edition, a dyslexia assessment test, and the Illinois test of Psycholinguistic Abilities. Correlation between diffusion metrics and verbal memory performance was investigated in the learning disorders group. Also, hemispheric differences in each group were tested, and between-group comparisons were performed.

RESULTS

Children with learning disorders showed absence of the normal left-greater-than-right asymmetry of fractional anisotropy and the normal right-greater-than-left asymmetry of radial diffusivity seen in typically developing children. Correlation with verbal memory subsets revealed that the higher the fractional anisotropy and asymmetry index, the better the rapid naming performance (P <.05) was.

CONCLUSIONS

These findings demonstrated microstructural aberrations with reduction of hemispheric asymmetry of the uncinate fasciculus, which could disrupt the normal frontotemporal connectivity in children with learning disorders attributed to verbal memory deficits. This outcome gives more understanding of pathologic mechanisms underlying this disorder.

Suicide Ideation and Neurocognition Among 9- and 10-Year Old Children in the Adolescent Brain Cognitive Development (ABCD) Study

OBJECTIVE

During the past decade, the pediatric suicide rate has nearly tripled. Yet, little is known about suicide behavior (SB) in children. Identification of risk factors associated with SB during childhood may be critical to preventing future attempts. The purpose of this study was to examine the relationship between neurocognitive performance and suicide ideation (SI) in children.

METHOD

The present study utilized baseline data from 11,875 participants in the Adolescent Brain Cognitive Development (ABCD) study, a longitudinal study that follows 9- and 10-year-old children through late adolescence to examine factors that influence developmental trajectories. Suicidality was assessed by the Kiddie Schedule for Affective Disorder and Schizophrenia (KSADS) suicide module completed by the parent. Neurocognitive ability was assessed using the NIH Toolbox Cognition measures administered to the youth.

RESULTS

Children with a history of SI reported by their parent or concordant parent and youth report of SI demonstrated lower performance on the NIH Toolbox Picture Sequence Memory Test compared to children without SI. The difference in performance on the memory task remained significant when including demographic characteristics, family history of suicide, and internalizing symptoms in the model as covariates.

CONCLUSIONS

To our knowledge, this is the first study to identify decreased episodic memory in children with SI. These findings are similar to results from adult and adolescent studies which have reported decreased memory performance among suicide attempters. Deficits in episodic memory may impact a child's ability to problem-solve and generate potential future outcomes, which may increase the risk for SB. Early identification of memory deficits in children may inform suicide prevention and intervention efforts.Highlights6% of parents and children reported a history of active suicide ideation in children.Children with a history of suicide ideation had lower episodic memory performance.Early identification of memory deficits may inform suicide intervention efforts.

Troubled past: A critical psychometric assessment of the self-report Survey of Autobiographical Memory (SAM)

The Survey of Autobiographical Memory (SAM) was designed as an easy-to-administer measure of self-perceived autobiographical memory (AM) recollection capacity. We provide a comprehensive psychometric evaluation of the SAM in younger and older adults. First, we evaluated the reliability of the SAM as a measure of self-perceived recollective capacity. Next, we tested whether the SAM was a valid measure of episodic and autobiographical memory performance, as assessed with widely used performance-based measures. Finally, we investigated associations between the SAM, cognitive measures and self-reported assessments of psychological functioning. The SAM demonstrated reliability as a self-report measure of perceived recollective capacity. High internal consistency was observed across subscales, with the exception of SAM-semantic. Evidence for independence among the subscales was mixed: SAM-episodic and SAM-semantic items showed poor correspondence with respective subscales. Good correspondence was observed between the future and spatial items and their SAM subscales. The SAM showed limited associations with AM performance as measured by the Autobiographical Interview (AI), yet was broadly associated with self-reported AI event vividness. SAM scores were weakly associated with performance-based memory measures and were age-invariant, inconsistent with known age effects on declarative memory. Converging evidence indicated that SAM-episodic and SAM-semantic subscales are not independent and should not be interpreted as specific measures of episodic or semantic memory. The SAM was robustly associated with self-efficacy, suggesting an association with confidence in domain general self-report abilities. We urge caution in the use and interpretation of the SAM as a measure of AM, pending revision and further psychometric validation.

Memory at Play: Examining Relations Between Episodic and Semantic Memory in a Children's Museum

The relation between episodic and semantic memory was examined by testing how semantic knowledge influences children's episodic memory for events and their locations. Five-, six-, and seven-year-olds (N = 87) engaged in events in a children's museum designed as a town. Events were semantically congruent or incongruent with the spatial location (e.g., sorting mail at post office vs. grocery store). In addition to this experimental paradigm, a semantic interview assessed children's semantic knowledge about real-world locations. Accuracy in the experimental paradigm showed that children's semantic memory influenced memory for locations. Interviews revealed age-related improvements in children's semantic knowledge. Regression analyses examined factors that best supported episodic memory. These results provide novel insights and highlight the utility of research in naturalistic settings.

It is about time: Conceptual and experimental evaluation of the temporal cognitive mechanisms in mental time travel

Mental time travel (MTT) is the ability that allows humans to mentally project themselves backwards in time to remember past events (i.e., episodic memory) or forwards in time to imagine future events (i.e., future thinking). Despite empirical evidence showing that animals might possess MTT abilities, some still claim that this ability is uniquely human. Recent debates have suggested that it is the temporal cognitive mechanism (i.e., ability to represent the sense of past and future) that makes MTT uniquely human. Advances in the field have been constrained by a lack of comparative data, methodological shortcomings that prevent meaningful comparisons, and a lack of clear conceptualizations of the temporal cognitive mechanism. Here I will present a comprehensive review into MTT in humans and animals-with a particular focus on great apes. I will examine three of the most prominent and influential theoretical models of human MTT. Drawing on these accounts, I suggest that a basic way of understanding time might be shared across species, however culture and language will play a critical role at shaping the way we elaborate mental representations about past and future events. This article is categorized under: Cognitive Biology > Evolutionary Roots of Cognition Psychology > Comparative Psychology.

Recurrent loops: Incorporating prediction error and semantic/episodic theories into Drosophila associative memory models

In 2003, Martin Heisenberg et al. presented a model of how associative memories could be encoded and stored in the insect brain. This model was extremely influential in the Drosophila memory field, but did not incorporate several important mammalian concepts, including ideas of separate episodic and semantic types of memory and prediction error hypotheses. In addition, at that time, the concept of memory traces recurrently entering and exiting the mushroom bodies, brain areas where associative memories are formed and stored, was unknown. In this review, I present a simple updated model incorporating these ideas, which may be useful for future studies.

Development of Episodic Prospection: Factors Underlying Improvements in Middle and Late Childhood

Episodic prospection is the mental simulation of a personal future event in rich contextual detail. This study examined age-related differences in episodic prospection in 5- to 11-year-olds and adults (N = 157), as well as factors that may contribute to developmental improvements. Participants' narratives of past, future, and make-believe events were coded for episodic content, and self-concept coherence (i.e., how coherently an individual sees himself or herself) and narrative ability were tested as predictors of episodic prospection. Although all ages provided less episodic content for future event narratives, age-related improvements were observed across childhood, suggesting future event generation is particularly difficult for children. Self-concept coherence and narrative ability each independently predicted the episodic content of 5- and 7-year-olds' future event narratives.

The cognitive bases of the development of past and future episodic cognition in preschoolers

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.

Spatial navigation, episodic memory, episodic future thinking, and theory of mind in children with autism spectrum disorder: evidence for impairments in mental simulation?

This study explored spatial navigation alongside several other cognitive abilities that are thought to share common underlying neurocognitive mechanisms (e.g., the capacity for self-projection, scene construction, or mental simulation), and which we hypothesized may be impaired in autism spectrum disorder (ASD). Twenty intellectually high-functioning children with ASD (with a mean age of ~8 years) were compared to 20 sex, age, IQ, and language ability matched typically developing children on a series of tasks to assess spatial navigation, episodic memory, episodic future thinking (also known as episodic foresight or prospection), theory of mind (ToM), relational memory, and central coherence. This is the first study to explore these abilities concurrently within the same sample. Spatial navigation was assessed using the "memory island" task, which involves finding objects within a realistic, computer simulated, three-dimensional environment. Episodic memory and episodic future thinking were assessed using a past and future event description task. ToM was assessed using the "animations" task, in which children were asked to describe the interactions between two animated triangles. Relational memory was assessed using a recognition task involving memory for items (line drawings), patterned backgrounds, or combinations of items and backgrounds. Central coherence was assessed by exploring differences in performance across segmented and unsegmented versions of block design. Children with ASD were found to show impairments in spatial navigation, episodic memory, episodic future thinking, and central coherence, but not ToM or relational memory. Among children with ASD, spatial navigation was found to be significantly negatively related to the number of repetitive behaviors. In other words, children who showed more repetitive behaviors showed poorer spatial navigation. The theoretical and practical implications of the results are discussed.