Altered development of hippocampus-dependent associative learning following early-life adversity

Lambert, Hilary K.; Peverill, Matthew; Sambrook, Kelly; Rosen, Maya L.; Sheridan, Margaret A.; McLaughlin, Katie A.

doi:10.1016/j.dcn.2019.100666

Cited by 33 publications

(32 citation statements)

References 83 publications

(119 reference statements)

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“…Our findings suggest that violence exposure is negatively associated with associative memory in early childhood, even after accounting for variation in cognitive stimulation and the quality of the physical environment. These findings are in line with prior work documenting poor associative learning among older children, adolescents, and adults exposed to violence (Hanson et al, 2017; Lambert et al, 2019) and extend these findings by demonstrating these associations are present in early childhood, in children far younger than previously examined to assess the impact of violence exposure on memory. Associative learning of two previously unassociated stimuli depends on the hippocampus and other medial temporal lobe structures including the parahippocampal cortex (Eichenbaum and Bunsey, 1995; Yoon et al, 2012).…”

Section: Discussionsupporting

confidence: 90%

“…It is possible that these differences contributed to the distinct associations seen. However, given that other studies have found similar associations between violence exposure and memory for real world objects (Lambert et al, 2019), it seems unlikely that these stimuli differences are driving our effects. Still, future work should structure three tasks (associative memory, cued attention, and memory-guided attention) using the same stimulus sets to rule out this possibility.…”

Section: Discussionmentioning

confidence: 57%

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Distinct aspects of the early environment contribute to associative memory, cued attention, and memory-guided attention: Implications for academic achievement

Rosen

Meltzoff

Sheridan

et al. 2019

Developmental Cognitive Neuroscience

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Childhood socioeconomic status (SES) is associated with numerous aspects of cognitive development and disparities in academic achievement. The specific environmental factors that contribute to these disparities remain poorly understood. We used observational methods to characterize three aspects of the early environment that may contribute to SES-related differences in cognitive development: violence exposure, cognitive stimulation, and quality of the physical environment. We evaluated the associations of these environmental characteristics with associative memory, cued attention, and memory-guided attention in a sample of 101 children aged 60–75 months. We further investigated whether these specific cognitive abilities mediated the association between SES and academic achievement 18 months later. Violence exposure was specifically associated with poor associative memory, but not cued attention or memory-guided attention. Cognitive stimulation and higher quality physical environment were positively associated with cued attention accuracy, but not after adjusting for all other environmental variables. The quality of the physical environment was associated with memory-guided attention accuracy. Of the cognitive abilities examined, only memory-guided attention contributed to SES-related differences in academic achievement. These findings suggest specificity in how particular aspects of early environmental experience scaffold different types of attention and memory subserved by distinct neural circuits and shed light on a novel cognitive-developmental mechanism underlying SES-related disparities in academic achievement.

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Section: Discussionsupporting

confidence: 90%

Section: Discussionmentioning

confidence: 57%

Distinct aspects of the early environment contribute to associative memory, cued attention, and memory-guided attention: Implications for academic achievement

Rosen

Meltzoff

Sheridan

et al. 2019

Developmental Cognitive Neuroscience

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“…Reduced hippocampal recruitment during memory encoding has been observed in children exposed to violence in both existing studies (100%), which involved encoding faces paired with other stimuli (Lambert et al 2017b(Lambert et al , 2019.…”

Section: Hippocampal Activationmentioning

confidence: 90%

Childhood Adversity and Neural Development: A Systematic Review

McLaughlin

Weissman

Bitrán

2019

Annu. Rev. Dev. Psychol.

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492

458

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An extensive literature on childhood adversity and neurodevelopment has emerged over the past decade. We evaluate two conceptual models of adversity and neurodevelopment—the dimensional model of adversity and stress acceleration model—in a systematic review of 109 studies using MRI-based measures of neural structure and function in children and adolescents. Consistent with the dimensional model, children exposed to threat had reduced amygdala, medial prefrontal cortex (mPFC), and hippocampal volume and heightened amygdala activation to threat in a majority of studies; these patterns were not observed consistently in children exposed to deprivation. In contrast, reduced volume and altered function in frontoparietal regions were observed consistently in children exposed to deprivation but not children exposed to threat. Evidence for accelerated development in amygdala-mPFC circuits was limited but emerged in other metrics of neurodevelopment. Progress in charting neurodevelopmental consequences of adversity requires larger samples, longitudinal designs, and more precise assessments of adversity.

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“… 16 However, when this support is non-existent or inadequate, a failure of the body's functions to return to basal level primarily impacts the cardiovascular and neurological systems, with consequent irreversible loss of connections in the infant brain, due to toxic stress. 17 , 18…”

Section: Discussionmentioning

confidence: 99%

The potential impact of the COVID-19 pandemic on child growth and development: a systematic review

Araújo

Veloso

Souza

et al. 2021

Jornal de Pediatria

281

205

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Objective This was a systematic review of studies that examined the impact of epidemics or social restriction on mental and developmental health in parents and children/adolescents. Source of data The PubMed, WHO COVID-19, and SciELO databases were searched on March 15, 2020, and on April 25, 2020, filtering for children (0–18 years) and humans. Synthesis of data The tools used to mitigate the threat of a pandemic such as COVID-19 may very well threaten child growth and development. These tools — such as social restrictions, shutdowns, and school closures — contribute to stress in parents and children and can become risk factors that threaten child growth and development and may compromise the Sustainable Development Goals. The studies reviewed suggest that epidemics can lead to high levels of stress in parents and children, which begin with concerns about children becoming infected. These studies describe several potential mental and emotional consequences of epidemics such as COVID-19, H1N1, AIDS, and Ebola: severe anxiety or depression among parents and acute stress disorder, post-traumatic stress, anxiety disorders, and depression among children. These data can be related to adverse childhood experiences and elevated risk of toxic stress. The more adverse experiences, the greater the risk of developmental delays and health problems in adulthood, such as cognitive impairment, substance abuse, depression, and non-communicable diseases. Conclusion Information about the impact of epidemics on parents and children is relevant to policy makers to aid them in developing strategies to help families cope with epidemic/pandemic-driven adversity and ensure their children’s healthy development.

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Altered development of hippocampus-dependent associative learning following early-life adversity

Cited by 33 publications

References 83 publications

Distinct aspects of the early environment contribute to associative memory, cued attention, and memory-guided attention: Implications for academic achievement

Distinct aspects of the early environment contribute to associative memory, cued attention, and memory-guided attention: Implications for academic achievement

Childhood Adversity and Neural Development: A Systematic Review

The potential impact of the COVID-19 pandemic on child growth and development: a systematic review

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