Electrophysiological indices of emotion processing during retrieval of autobiographical memories by school-age children

The convergence of naturalistic paradigms and cognitive neuroscience methods to investigate memory and its development

Studies that involve lab-based stimuli (e.g., words, pictures) are fundamental in the memory literature. At the same time, there is growing acknowledgment that memory processes assessed in the lab may not be analogous to how memory operates in the real world. Naturalistic paradigms can bridge this gap and over the decades a growing proportion of memory research has involved more naturalistic events. However, there is significant variation in the types of naturalistic studies used to study memory and its development, each with various advantages and limitations. Further, there are notable gaps in how often different types of naturalistic approaches have been combined with cognitive neuroscience methods (e.g., fMRI, EEG) to elucidate the neural processes and substrates involved in memory encoding and retrieval in the real world. Here we summarize and discuss what we identify as progressively more naturalistic methodologies used in the memory literature (movie, virtual reality, staged-events inside and outside of the lab, photo-taking, and naturally occurring event studies). Our goal is to describe each approach's benefits (e.g., naturalistic quality, feasibility), limitations (e.g., viability of neuroimaging method for event encoding versus event retrieval), and discuss possible future directions with each approach. We focus on child studies, when available, but also highlight past adult studies. Although there is a growing body of child memory research, naturalistic approaches combined with cognitive neuroscience methodologies in this domain remain sparse. Overall, this viewpoint article reviews how we can study memory through the lens of developmental cognitive neuroscience, while utilizing naturalistic and real-world events.

Attachment and autobiographical memory retrieval: Event-related potential evidence from strategic information processing

This article presents two studies using event-related potentials combined with an autobiographical memory (AM) retrieval task and a lexical judge task to explore differences in AM retrieval among differently attached individuals and to further explore whether the source of these differences is the schematic information processing mode or strategic information processing mode. The effectiveness of the information processing mode is also studied. The results revealed that differences in the AM extraction of different attachment styles were due to the strategic information processing mode, while no differences were found in the schematic information processing used by individuals with different attachment styles. Further, the strategic information processing used by the securely attached group was more flexible and efficient than that used by the insecurely attached group; moreover, the strategic information processing mode used by the avoidantly attached group was more stable and consistent than that used by the anxiously attached group.

Emotion effects on memory from childhood through adulthood: Consistent enhancement and adult gender differences

Emotion typically enhances memory. This "canonical" emotional memory enhancement (EME) effect has been extensively studied in adults, but its developmental trajectory is unclear. The handful of developmental studies that have manipulated emotion at encoding and then tested subsequent memory have yielded mixed results. To identify whether development change in EME occurs across middle childhood, adolescence, and early adulthood, we examined EME in 206 8- to 30-year-olds, using the same stimuli, paradigm, and analyses for all participants. At encoding, participants saw negative, neutral, and positive pictures while completing an incidental task. Two weeks later, participants completed a recognition memory test. We calculated negative-neutral and positive-neutral memory difference scores for each participant and then tested whether EME was predicted by age or gender. Negative pictures were remembered better than neutral pictures; the magnitude of this difference diminished in older male participants but not in older female ones. Positive pictures were also remembered better than neutral pictures, but this EME effect was small and did not change significantly with age or by gender. We also examined whether subjective ratings of stimulus emotion changed with age or between genders, and we report small differences. These results suggest that emotion effects on recognition memory are apparent by middle childhood and remain consistent across adolescence and early adulthood for girls and women, whereas emotion elicitation and EME effects diminish slightly with age for boys and men. These findings enrich both the EME literature specifically and what is known about emotion-cognition interactions across middle childhood, adolescence, and early adulthood more generally.

Predicting remembering and forgetting of autobiographical memories in children and adults: a 4-year prospective study

Preservation and loss to forgetting of autobiographical memories is a focus in both the adult and developmental literatures. In both, there are comparative arguments regarding rates of forgetting. Children are assumed to forget autobiographical memories more rapidly than adults, and younger children are assumed to forget more rapidly than older children. Yet few studies can directly inform these comparisons: few feature children and adults, and few prospectively track the survival of specific autobiographical memories over time. In a 4-year prospective study, we obtained autobiographical memories from children 4, 6, and 8 years, and adults. We tested recall of different subsets of the events after 1, 2, and 3 years. Accelerated rates of forgetting were apparent among all child groups relative to adults; within the child groups, 4- and 6-year-olds had accelerated forgetting relative to 8-year-olds. The differences were especially pronounced in open-ended recall. The thematic coherence of initial memory reports also was a significant predictor of the survival of specific memories. The pattern of findings is consistent with suggestions that the adult distribution of autobiographical memories is achieved as the quality of memory traces increases (here measured by thematic coherence) and the rate of forgetting decreases.

The effects of exposure to dynamic expressions of affect on 5-month-olds' memory

The purpose of this study was to examine the behavioral effects of adults' communicated affect on 5-month-olds' visual recognition memory. Five-month-olds were exposed to a dynamic and bimodal happy, angry, or neutral affective (face-voice) expression while familiarized to a novel geometric image. After familiarization to the geometric image and exposure to the affective expression, 5-month-olds received either a 5-min or 1-day retention interval. Following the 5-min retention interval, infants exposed to the happy affective expressions showed a reliable preference for a novel geometric image compared to the recently familiarized image. Infants exposed to the neutral or angry affective expression failed to show a reliable preference following a 5-min delay. Following the 1-day retention interval, however, infants exposed to the neutral expression showed a reliable preference for the novel geometric image. These results are the first to demonstrate that 5-month-olds' visual recognition memory is affected by the presentation of affective information at the time of encoding.

Development in the neurophysiology of emotion processing and memory in school-age children

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Examination of emotional memory in school-age children.

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Emotional arousal measured via subjective ratings, ERPs, and physiological response.

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Recognition memory measured via ERPs and behavioral response.

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More consistent emotion responses across measures for negative vs positive stimuli.

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Age-related increases in enhancing effect of emotion on memory in school age years.

In the adult literature, emotional arousal is regarded as a source of the enhancing effect of emotion on subsequent memory. Here, we used behavioral, electrophysiological, and psychophysiological methods to examine the role of emotional arousal on subsequent memory in school-age children. Five- to 8-year-olds, divided into younger and older groups, viewed emotional scenes as EEG, heart rate, and respiration was recorded, and participated in a memory task 24 hours later where EEG and behavioral responses were recorded; participants provided subjective ratings of the scenes after the memory task. All measures indicated emotion responses in both groups, and in ERP measures the effects were stronger for older children. Emotion responses were more consistent across measures for negative than positive stimuli. Behavioral memory performance was strong but did not differ by emotion condition. Emotion influenced the ERP index of recognition memory in the older group only (enhanced recognition of negative scenes). The findings an increasing interaction of emotion and memory during the school years. Further, the findings impress the value of combining multiple methods to assess emotion and memory in development. Development in the neurophysiology of emotion processing and memory in school-age children.