An Event-Related Potential Study of Item Recognition Memory in Children and Adults

Marshall, Dalit H.; Drummey, Anna B.; Newcombe, Nora S.

doi:10.1207/s15327647jcd0302_4

Cited by 34 publications

(71 citation statements)

References 41 publications

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“…Gathercole [6] argued that children beyond age seven appear to be adult-like in terms of memory organization and strategies, except a gradual quantitative improvement through early adolescence. Taken together, these studies support the view that memory processes of [5][6][7][8][9][10][11][12][13][14][15][16] year-old children in recognition tasks (e.g. old-new effect) [7][8][9][10] are much similar to those of adults, with only quantitative differences.…”

supporting

confidence: 79%

“…Using an auditory novelty oddball task, Cycowicz et al [10] observed the ERPs old-new effect in adolescents and adults (14)(15)(16), and 22-28 year-old). Yet, this effect was absent in the results of younger children (5)(6)(7)(9)(10)(11) year-old). Marshall et al [11] compared the ERPs of 4 year-old children to those of adults in an item recognition memory task.…”

mentioning

confidence: 82%

“…Their data further indicate that the efficiency of encoding and retrieval processes improves with age, but the brain mechanisms are identical in adults and children. Similarly, Itier and Taylor [5] asked subjects (8)(9)(10)(11)(12)(13)(14)(15)(16) year-old) to respond to repeated faces in a face recognition task. They found that although recognition performance improved with age, the old-new effect (larger amplitude for repeated stimuli) was found at frontal sites across all age groups.…”

mentioning

confidence: 99%

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An event-related potential study of working memory in children

2006

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confidence: 79%

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confidence: 82%

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confidence: 99%

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An event-related potential study of working memory in children

2006

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“…Typical for children's ERPs are the overall larger amplitudes and a pronounced negative-going deflection with a maximum at midline frontal and central recordings (e.g., Cycowicz et al, 2003;Marshall, Drummey, Fox, & Newcombe, 2002) that was evident for all conditions between 400 and 600 msec (see electrode CZ in Figure 1). The overall larger amplitudes for both groups of children are also illustrated in the amplitudes of the difference waves (targets minus correct rejections of new items) displayed in Figure 2.…”

Section: Erp Resultsmentioning

confidence: 98%

Age-related differences in familiarity and recollection: ERP evidence from a recognition memory study in children and young adults

Czernochowski

Mecklinger

Johansson

et al. 2005

Cognitive, Affective, & Behavioral Neuroscience

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Using event-related potentials (ERPs), we examined the relative contributions of familiarity and recollection to recognition memory for items and their study contexts in school-aged children and adults. Whereas adults were able to selectively accept target items and to reject familiar nontarget items in an exclusion task, this discrimination was more difficult for children, as was evident in the high false alarm rates to nontargets even when item memory was controlled for. The analysis of the adults' ERPs revealed more flexible and task-appropriate retrieval mechanisms, as was evident in the correlates of familiarity, recollection, and nontarget retrieval, as well as in postretrieval evaluation. In contrast, children's ERPs revealed a parietal old/new effect for targets taken as a putative correlate of recollection. These findings suggest that children rely predominantly on recollection during recognition judgments, even in the absence of efficient memory control processes. The latter processes enable adults to monitor and verify the retrieved information and to control nontarget retrieval in the service of adequate source memory performance.

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“…While the temporal resolution of ERPs continues to make electrophysiological techniques appealing in investigations of the timing of cognitive processes during childhood [Cycowicz, 2000;Cycowicz, Friedman, & Duff, 2003;Marshall, Drummey, Fox, & Newcombe, 2000], in studies of older children researchers are also able to capitalize on the spatial resolution of techniques such as fMRI.…”

Section: Memorymentioning

confidence: 99%

How Does Neuroscience Inform the Study of Cognitive Development?

Nelson

Moulson²,

Richmond

2006

Human Development

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The fields of developmental psychology and developmental neuroscience have existed independently of one another for many years. This is unfortunate, as knowledge of how the brain develops can inform the study of behavioral development. In this paper, we provide two examples of how knowledge about brain development has improved our understanding of two key behavioral domains: the development of face processing and memory development. We conclude with a plea for other domains of development to integrate information from both the brain and behavioral sciences.

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An Event-Related Potential Study of Item Recognition Memory in Children and Adults

Cited by 34 publications

References 41 publications

An event-related potential study of working memory in children

An event-related potential study of working memory in children

Age-related differences in familiarity and recollection: ERP evidence from a recognition memory study in children and young adults

How Does Neuroscience Inform the Study of Cognitive Development?

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