Development of Episodic and Autobiographical Memory: A Cognitive Neuroscience Perspective

Newcombe, Nora S.; Lloyd, Marianne E.; Ratliff, Kristin R.

doi:10.1016/b978-0-12-009735-7.50007-4

Cited by 132 publications

(151 citation statements)

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“…The lack of autobiographical memories from our infancy has often been hypothesized to result from the immaturity of the neurobiological substrates subserving these memories in adult individuals (see Bauer, 2007;Newcombe et al, 2007 for reviews), although concrete neurobiological evidence for these theories has been notably absent. We have shown that from 2 years of age, children are capable of solving a spatial task using a basic allocentric representation of the surrounding environment.…”

Section: The Emergence Of Autobiographical Memory In 2-year-old Childrenmentioning

confidence: 99%

“…The three to five years that follow this period are characterized by fewer episodic memories than would be predicted based on a simple forgetting function alone, a phenomenon referred to as childhood amnesia (Bachevalier, 1992;Bauer, 2007;Nadel & Zola-Morgan, 1984;Newcombe et al, 2007). To date, the neurobiological bases for these phenomena have remained highly hypothetical (Bachevalier, 1992;Bauer, 2007;Nadel & Zola-Morgan, 1984;Newcombe et al, 2007). In contrast, research conducted over the last 30 years has established that multiple memory systems are subserved by different brain circuits in adult individuals (Squire, 1992;White & McDonald, 2002).…”

Section: Introductionmentioning

confidence: 99%

“…Yet, prior to about two years of age, children are unable to form or store episodic memories for recall later in life, a phenomenon known as infantile amnesia (Bachevalier, 1992;Bauer, 2007;Nadel & Zola-Morgan, 1984;Newcombe, Lloyd, & Ratliff, 2007). The three to five years that follow this period are characterized by fewer episodic memories than would be predicted based on a simple forgetting function alone, a phenomenon referred to as childhood amnesia (Bachevalier, 1992;Bauer, 2007;Nadel & Zola-Morgan, 1984;Newcombe et al, 2007). To date, the neurobiological bases for these phenomena have remained highly hypothetical (Bachevalier, 1992;Bauer, 2007;Nadel & Zola-Morgan, 1984;Newcombe et al, 2007).…”

Section: Introductionmentioning

confidence: 99%

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Development of allocentric spatial memory abilities in children from 18 months to 5 years of age

Ribordy¹,

Jabès²,

Lavenex³

et al. 2013

Cognitive Psychology

147

130

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Episodic memories for autobiographical events that happen in unique spatiotemporal contexts are central to defining who we are. Yet, before 2 years of age, children are unable to form or store episodic memories for recall later in life, a phenomenon known as infantile amnesia. Here, we studied the development of allocentric spatial memory, a fundamental component of episodic memory, in two versions of a real-world memory task requiring 18 month-to 5-year-old children to search for rewards hidden beneath cups distributed in an open-field arena. Whereas children 25-42-months-old were not capable of discriminating three reward locations among 18 possible locations in absence of local cues marking these locations, children older than 43 months found the reward locations reliably. These results support previous findings suggesting that allocentric spatial memory, if present, is only rudimentary in children under 3.5 years of age. However, when tested with only one reward location among four possible locations, children 25-39-months-old found the reward reliably in absence of local cues, whereas 18-23-month-olds did not. Our findings thus show that the ability to form a basic allocentric representation of the environment is present by 2 years of age, and its emergence coincides temporally with the offset of infantile amnesia. However, the ability of children to distinguish and remember closely related spatial locations improves from 2 to 3.5 years of age, a developmental period marked by persistent deficits in long-term episodic E-mail address: pierre.lavenex@unifr.ch (P. Lavenex).memory known as childhood amnesia. These findings support the hypothesis that the differential maturation of distinct hippocampal circuits contributes to the emergence of specific memory processes during early childhood.

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Section: The Emergence Of Autobiographical Memory In 2-year-old Childrenmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Development of allocentric spatial memory abilities in children from 18 months to 5 years of age

Ribordy¹,

Jabès²,

Lavenex³

et al. 2013

Cognitive Psychology

147

130

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show abstract

“…Although the earliest roots of EM can be traced back to around a child's second birthday, major changes in EM skills occur between 2 and 6 years, with substantial development continuing thereafter until adolescence (Newcombe, Lloyd, & Ratliff, 2007).…”

Section: Developmental Trajectories Of the Different Components Of Epmentioning

confidence: 99%

How Do the Different Components of Episodic Memory Develop? Role of Executive Functions and Short‐Term Feature‐Binding Abilities

et al. 2012

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This study investigated the development of all three components of episodic memory (EM), as defined by Tulving, namely core factual content, spatial context and temporal context. To this end, a novel, ecologically valid test was administered to 109 participants aged 4-16 years.Results showed that each EM component develops at a different rate. Ability to memorize factual content emerges early, whereas context retrieval abilities continue to improve until adolescence, due to persistent encoding difficulties (isolated by comparing results on free recall and recognition tasks). Exploration of links with other cognitive functions revealed that short-term feature-binding abilities contribute to all EM components, and executive functions to temporal and spatial context, although ability to memorize temporal context is predicted mainly by age.Keywords: episodic memory, development, executive functions, working memory, encoding, retrieval, binding. Developmental Trajectories of the Different Components of Episodic MemoryAlthough the earliest roots of EM can be traced back to around a child's second birthday, major changes in EM skills occur between 2 and 6 years, with substantial development continuing thereafter until adolescence (Newcombe, Lloyd, & Ratliff, 2007).The age-related improvement in memorizing core factual information (e.g., objects, pictures) has been largely documented and observed whatever the nature of the task (free recall: McAuley, Brahmbhatt, & Barch, 2007; cued recall: Melinder, Endestad, & Magnussen, 2006; recognition: Chiu, Schmithorst, Brown, Holland, & Dunn, 2006). Gulya et al. 2002) claim nonetheless that the ability to recall spatial information is particularly complicated for children to acquire and that performances continue to improve beyond 10 years. However, due to the nature of the methodologies that are generally used to assess recall of spatial context in the literature, a note of caution needs to be sounded about its putative developmental trajectory. The characteristics of the spatial contexts used in these studies are relatively far-removed from real life, as they are not particularly distinctive (two squares in a grid are visually very similar), have no actual meaning and are used redundantly (association of one context with several different core factual contents). The few studies to have investigated the ability to recall temporal context also point to the involvement of a process that school-age children apparently find particularly complex (Friedman, 1993(Friedman, , 2005McCormack & Hoerl, 1999).In addition to good spatiotemporal contextual recall abilities, remembering a "true" EM appears to require other skills, namely the long-term binding processes. If we are to take into account the cohesive nature of EM representations, it is therefore necessary to assess the concurrent recall of core factual content and its contextual features, contrary to the many Running head: HOW DOES EPISODIC MEMORY DEVELOP? 5 studies described above (e.g., Cycowicz et al., 2001). Adopting just s...

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“…"I" and "me") is first available around the age of two and facilitates what becomes an autobiographical memory (Howe 2003). Empirical studies have shown that events, including traumatic ones that occur before the age of 2-3 years are unlikely to be available for conscious verbal recall (Cordon et al 2004;Newcombe et al 2007;Simcock and Hayne 2002). This phenomenon is usually referred to as "infantile amnesia" and has been validated by over a century of empirical research (Bauer 2007;Josselyn and Frankland 2012).…”

Section: Children's Memory Developmentmentioning

confidence: 99%

The NICHD Protocol: Guide to Follow Recommended Investigative Interview Practices at the Barnahus?

Baugerud

Johnson

2017

Collaborating Against Child Abuse

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Development of Episodic and Autobiographical Memory: A Cognitive Neuroscience Perspective

Cited by 132 publications

References 218 publications

Development of allocentric spatial memory abilities in children from 18 months to 5 years of age

Development of allocentric spatial memory abilities in children from 18 months to 5 years of age

How Do the Different Components of Episodic Memory Develop? Role of Executive Functions and Short‐Term Feature‐Binding Abilities

The NICHD Protocol: Guide to Follow Recommended Investigative Interview Practices at the Barnahus?

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