Age‐ and performance‐related differences in source memory retrieval during early childhood: Insights from event‐related potentials

Canada, Kelsey L.; Geng, Fengji; Riggins, Tracy

doi:10.1002/dev.21946

Cited by 8 publications

(8 citation statements)

References 63 publications

(93 reference statements)

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“…However the location of this effect differed between the age groups, moving from frontal parietal leads in 3-year olds to the left hemisphere leads in 4 year olds [ 74 ]. However, another study found no association between Nc in the frontal and central electrodes and age when comparing children younger than 5.8-years with older ones [ 75 ].…”

Section: Resultsmentioning

confidence: 99%

EEG signatures of cognitive and social development of preschool children–a systematic review

et al. 2021

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Background Early identification of preschool children who are at risk of faltering in their development is essential to ensuring that all children attain their full potential. Electroencephalography (EEG) has been used to measure neural correlates of cognitive and social development in children for decades. Effective portable and low-cost EEG devices increase the potential of its use to assess neurodevelopment in children at scale and particularly in low-resource settings. We conducted a systematic review aimed to synthesise EEG measures of cognitive and social development in 2-5-year old children. Our secondary aim was to identify how these measures differ across a) the course of development within this age range, b) gender and c) socioeconomic status (SES). Methods and findings A systematic literature search identified 51 studies for inclusion in this review. Data relevant to the primary and secondary aims was extracted from these studies and an assessment for risk of bias was done, which highlighted the need for harmonisation of EEG data collection and analysis methods across research groups and more detailed reporting of participant characteristics. Studies reported on the domains of executive function (n = 22 papers), selective auditory attention (n = 9), learning and memory (n = 5), processing of faces (n = 7) and emotional stimuli (n = 8). For papers investigating executive function and selective auditory attention, the most commonly reported measures were alpha power and the amplitude and latency of positive (P1, P2, P3) and negative (N1, N2) deflections of event related potential (ERPs) components. The N170 and P1 ERP components were the most commonly reported neural responses to face and emotional faces stimuli. A mid-latency negative component and positive slow wave were used to index learning and memory, and late positive potential in response to emotional non-face stimuli. While almost half the studies described changes in EEG measures across age, only eight studies disaggregated results based on gender, and six included children from low income households to assess the impact of SES on neurodevelopment. No studies were conducted in low- and middle-income countries. Conclusion This review has identified power across the EEG spectrum and ERP components to be the measures most commonly reported in studies in which preschool children engage in tasks indexing cognitive and social development. It has also highlighted the need for additional research into their changes across age and based on gender and SES.

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Section: Resultsmentioning

confidence: 99%

EEG signatures of cognitive and social development of preschool children–a systematic review

et al. 2021

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“…Studies of older children typically assess the FN400 and parietal old/new effect (e.g., Cycowicz et al., 2001; Czernochowski et al., 2009; Czernochowski et al., 2005; Mecklinger et al., 2011; Rollins & Riggins, 2018; Sprondel et al., 2011, 2012). However, due to differences in the morphology of ERP waveforms observed in younger children, studies of early childhood typically assess the negative component (Nc) and late slow wave (LSW; Canada et al., 2020; Riggins & Rollins, 2015; Riggins et al., 2013). The Nc occurs approximately 350−800 ms and is typically maximal over frontal and central electrodes (for review, see DeBoer et al., 2007).…”

Section: Introductionmentioning

confidence: 99%

“…For this reason, ERP tasks for toddlers and preschool‐aged children typically last approximately 10–15 min (Brooker et al., 2020; see Howard et al., 2020, for empirical example). One approach to minimize recording durations for recognition memory research has been to selectively record electroencephalography (EEG) only during encoding or retrieval (Canada et al., 2020; Geng et al., 2018; Riggins & Rollins, 2015; Riggins et al., 2013; Robey & Riggins, 2016; Rollins & Riggins, 2013, 2018) or divide encoding and retrieval across multiple testing sessions (e.g., Leventon et al., 2014). However, studies of children 7 years of age and older have been successful collecting EEG data for both encoding and retrieval during a testing session lasting approximately 2 h (Czernochowski et al., 2005, 2009; Haese & Czernochowski, 2016; Mecklinger et al., 2011; Sprondel et al., 2012).…”

Section: Introductionmentioning

confidence: 99%

“…A concern with this approach is that differences in performance may causally contribute to age‐related differences observed in ERP waveforms. Two studies suggest that both age and performance influence memory‐related ERPs recorded at encoding (Geng et al., 2018) and retrieval (Canada et al., 2020). Continuing to tease apart the effects of age and performance will be important for ERP studies of recognition memory development in the future.…”

Section: Introductionmentioning

confidence: 99%

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Adapting event‐related potential research paradigms for children: Considerations from research on the development of recognition memory

Rollins

Riggins

2021

Developmental Psychobiology

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Most developmental event‐related potential (ERP) research uses experimental paradigms modified from research with adults. One major challenge is identifying how to adapt these paradigms effectively for use with younger individuals. This paper provides guidance for developmental adaptations by considering research on the development of recognition memory. We provide a brief overview of recognition memory tasks and ERP components associated with recognition memory in children and adults. Then, we provide some general recommendations, discuss common differences between ERP studies of recognition memory in adults and children (e.g., the type of stimuli presented, response modalities), and provide suggestions for assessing the effect of task modifications on ERP components of interest. Specifically, we recommend (a) testing both children and adults on the modified paradigm to allow for a continuity of findings across development, (b) comparing children of different ages on the modified paradigm based on expectations regarding when developmental change occurs for the cognitive process of interest, and (c) empirically assessing the effect of methodological differences between paradigms. To illustrate the latter, we analyzed data from our lab comparing memory‐related ERP components when children experienced a 1‐day, 2‐day, or 1‐week delay between encoding and retrieval.

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“…ERP recollection‐based processing indices have also been documented in children. For example, the parietal EM effect has been observed in older school‐aged children (Czernochowski et al., 2005; de Chastelaine et al., 2007), whereas in younger preschool‐aged children a late‐slow wave component is associated with both the encoding (Geng et al., 2018) and retrieval of contextual details (Canada et al., 2019; Riggins et al., 2013).…”

Section: Introductionmentioning

confidence: 99%

Memory binding and theta EEG during middle childhood

Rajan

Cuevas

Bell

2021

Developmental Psychobiology

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The ability to bind together the contextual details associated with an event undergoes dramatic improvement during childhood. However, few studies have examined the neural correlates of memory binding encoding and retrieval during middle childhood. We examined age‐related encoding and retrieval differences using continuous electroencephalogram (EEG) measures in a sample of 6‐ and 8‐year‐olds. For the memory binding task, children were tested on memory for individual items (i.e., objects and backgrounds only) and combined object–backgrounds pairings (combination condition). Memory for individual item information was comparable across both age groups. However, younger children experienced greater difficulty (i.e., higher false alarm rate) in the combination condition. Theta (4–7 Hz) neuronal oscillations were analyzed to compare memory encoding and retrieval processes. Widespread retrieval‐related increases in theta band EEG power (compared with baseline and encoding‐related activation) were evident in both 6‐ and 8‐year‐olds. Regression analyses revealed that parietal theta EEG power during retrieval accounted for variability in memory binding performance. These findings suggest that theta rhythms are intricately linked to memory binding processes during middle childhood.

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Age‐ and performance‐related differences in source memory retrieval during early childhood: Insights from event‐related potentials

Cited by 8 publications

References 63 publications

EEG signatures of cognitive and social development of preschool children–a systematic review

EEG signatures of cognitive and social development of preschool children–a systematic review

Adapting event‐related potential research paradigms for children: Considerations from research on the development of recognition memory

Memory binding and theta EEG during middle childhood

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