Adolescent-specific memory effects: evidence from working memory, immediate and long-term recognition memory performance in 8–30 yr olds

Skalaban, Lena J.; Cohen, Alexandra O.; Conley, May I.; Lin, Qian; Schwartz, Garrett N.; Ruiz-Huidobro, Nicholas A. M.; Cannonier, Tariq; Martinez, Steven A.; Casey, B. J.

doi:10.1101/lm.053539.121

Cited by 5 publications

(6 citation statements)

References 92 publications

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“…We first note that false alarm rates, in general, were significantly higher in adolescents ( M = 0.13, SD = 0.07) than in adults ( M = 0.06, SD = 0.05); t (1, 000) = −42.81, p < 0.001. This is consistent with previous research in both working memory and recognition memory [ 39 ]. The increased stochasticity that is introduced with the higher number of false alarms might also explain why, in the previous section (Comparing Adolescent and Adult Image Memorability Scores), we observed a greater reduction in adolescent memorability scores and rank correlations than MemCat when using the memorability measure with the false alarm correction (see S1 Fig ).…”

Section: Resultssupporting

confidence: 94%

“…Their increased impulsivity and need for immediate rewards combined with the rapid nature of the visual memory game may have caused adolescents to be less patient or cautious with their button presses than adults. This is also consistent with a recent work by [ 39 ] which shows higher false alarm rate in teens than young adults (in twenties) when tested on working memory and memory recognition tasks. The authors find a lower false alarm rate in a 0-back task compared to a 2-back task.…”

Section: Discussionsupporting

confidence: 93%

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Memoir study: Investigating image memorability across developmental stages

Almog,

Alavi Naeini,

et al. 2023

PLoS ONE

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Images have been shown to consistently differ in terms of their memorability in healthy adults: some images stick in one’s mind while others are forgotten quickly. Studies have suggested that memorability is an intrinsic, continuous property of a visual stimulus that can be both measured and manipulated. Memory literature suggests that important developmental changes occur throughout adolescence that have an impact on recognition memory, yet the effect that these changes have on image memorability has not yet been investigated. In the current study, we recruited adolescents ages 11–18 (n = 273, mean = 16) to an online visual memory experiment to explore the effects of developmental changes throughout adolescence on image memorability, and determine if memorability findings in adults can be generalized to the adolescent age group. We used the online experiment to calculate adolescent memorability scores for 1,000 natural images, and compared the results to the MemCat dataset—a memorability dataset that is annotated with adult memorability scores (ages 19–27). Our study finds that memorability scores in adolescents and adults are strongly and significantly correlated (Spearman’s rank correlation, r = 0.76, p < 0.001). This correlation persists even when comparing adults with developmentally different sub-groups of adolescents (ages 11–14: r = 0.67, p < 0.001; ages 15–18: r = 0.60, p < 0.001). Moreover, the rankings of image categories by mean memorability scores were identical in both adolescents and adults (including the adolescent sub-groups), indicating that broadly, certain image categories are more memorable for both adolescents and adults. Interestingly, however, adolescents experienced significantly higher false alarm rates than adults, supporting studies that show increased impulsivity and reward-seeking behaviour in adolescents. Our results reveal that the memorability of images remains consistent across individuals at different stages of development. This consistency aligns with and strengthens prior research, indicating that memorability is an intrinsic property of images. Our findings open new pathways for applying memorability studies in adolescent populations, with profound implications in fields such as education, marketing, and psychology. Our work paves the way for innovative approaches in these domains, leveraging the consistent nature of image memorability across age groups.

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Section: Resultssupporting

confidence: 94%

Section: Discussionsupporting

confidence: 93%

Memoir study: Investigating image memorability across developmental stages

Almog,

Alavi Naeini,

et al. 2023

PLoS ONE

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“…Це здійснюється за рахунок покращеного запам'ятовування навчального матеріалу й, особливо, високої психологічної продуктивності в даний віковий період. При цьому відбувається також швидке оволодіння новими способами управління процесами самонавчання та запам'ятовування інноваційного матеріалу [19]. У підлітків старшого віку, на відміну від більш молодих осіб, замість механічного запам'ятовування інформації активується розвиток логічного мислення, тобто оволодіння матеріалами відбувається досить швидко в результаті формування «логічних зв'язків».…”

Section: основна частинаunclassified

“…У підлітків старшого віку, на відміну від більш молодих осіб, замість механічного запам'ятовування інформації активується розвиток логічного мислення, тобто оволодіння матеріалами відбувається досить швидко в результаті формування «логічних зв'язків». Це суттєво підвищує ефективність інтелектуальної працездатності індивіда [19,20]. У старших підлітків формується здатність тривалий час утримувати увагу на окремих питаннях та об'єктах.…”

Section: основна частинаunclassified

Psychological Characteristics of Emerging Adults – Students of Higher Educational Institutions

Koval

2024

Act. Probl. of the Modern Med.

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Introduction. At present, understanding the psychological and social aspects of personality development among adolescents aged 17-21 is crucial. By this age, most have completed secondary education, with many continuing their studies at higher educational institutions. However, junior students often face challenges related to psychological maturity, readiness for independent work, and adaptation to the academic environment, leading to maladaptation and stress resistance issues. This study aims to investigate the key psychological characteristics of older adolescents to enhance their effectiveness in higher education. Materials and Methods. A thorough analysis of the main psychological traits of older adolescents in higher educational institutions was conducted based on data from recent domestic and international literature. Results. This study identified several psychological factors that influence the academic productivity and adaptation of older adolescent students in higher education. Some factors contribute to their success, such as adaptability to new social groups and recognition by peers and faculty. However, other factors can hinder or even prevent these processes for certain groups of students. Conclusion. Older adolescents demonstrate a deepening of their individual development compared to earlier stages. However, first-year students often exhibit traits of psychological immaturity and partial instability. Understanding these psychological characteristics is essential for effectively supporting and guiding older adolescents in their educational journey.

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“…To investigate age effects over a wider age range, we analyzed data from a separate sample of people who completed the same n-back task in a recently published study (Skalaban et al, 2022). For this study, a community sample of 175 participants between the ages of 8 and 30 were recruited from the greater New Haven, Connecticut, area.…”

Section: New Haven Samplementioning

confidence: 99%

Dissociable contributions of goal-relevant evidence and goal-irrelevant familiarity to n-back performance in youth

Weigard,

Suzuki,

Skalaban

et al. 2023

Preprint

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Recent studies using the diffusion decision model (DDM) find that performance across many cognitive control tasks, including the n-back, can be largely attributed to a task-general efficiency of evidence accumulation (EEA) factor that reflects individuals’ ability to selectively gather evidence relevant to task goals. However, estimates of EEA across different n-back conditions in the Adolescent Brain Cognitive Development (ABCD) Study, a large, diverse sample of youth, appear to contradict these findings. EEA estimates from “lure” trials – which present stimuli that are familiar (i.e., presented previously) but do not meet formal criteria for being a target – show inconsistent relations with EEA estimates from other trials and display atypical v-shaped bivariate distributions, suggesting many individuals are responding based largely on stimulus familiarity rather than goal-relevant stimulus features. We present a new formal model of evidence integration in the n-back task that distinguishes individuals’ EEA for goal-relevant evidence from their use of goal-irrelevant familiarity evidence. We then investigate developmental, cognitive, and clinical correlates of these novel parameters. Parameters for goal-relevant EEA and goal-irrelevant familiarity-based processing showed similarly strong correlations across levels of n-back load, suggesting they are task-general dimensions that influence individuals’ performance regardless of working memory demands. Only EEA showed large, robust developmental differences in the ABCD sample and an independent age-diverse sample. EEA also exhibited higher test-retest reliability and correlations with cognitive and clinical dimensions. These findings establish a principled modeling framework for characterizing cognitive mechanisms underlying n-back performance in youth and have several broader implications for research on neurocognitive development.

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Adolescent-specific memory effects: evidence from working memory, immediate and long-term recognition memory performance in 8–30 yr olds

Cited by 5 publications

References 92 publications

Memoir study: Investigating image memorability across developmental stages

Memoir study: Investigating image memorability across developmental stages

Psychological Characteristics of Emerging Adults – Students of Higher Educational Institutions

Dissociable contributions of goal-relevant evidence and goal-irrelevant familiarity to n-back performance in youth

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