Developmental dissociation between the maturation of procedural memory and declarative memory

Finn, Amy S.; Kalra, Priya B.; Goetz, Calvin; Leonard, Julia A.; Sheridan, Margaret A.; Gabrieli, John D. E.

doi:10.1016/j.jecp.2015.09.027

Cited by 62 publications

(61 citation statements)

References 40 publications

(35 reference statements)

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“…Prior to adolescence, the basic building blocks of memory processing have reached maturation. Children are able to perform at adult levels in simple stimulus-response learning tasks, implicit priming tasks, and declarative memory tasks that do not require the retrieval details of prior experiences (Billingsley, Lou Smith, & Pat McAndrews, 2002; Brainerd, Holliday, & Reyna, 2004; Finn et al, 2016; Ghetti & Angelini, 2008; Meulemans, Van der Linden, & Perruchet, 1998; Piolino et al, 2007). However, more complex forms of associative memory that support the retrieval of details of prior experiences continue to develop through adolescence (Billingsley et al, 2002; Brainerd et al, 2004; Cycowicz, Friedman, Snodgrass, & Duff, 2001).…”

Section: Neurobehavioral Evidence Of the Refinement Of Integrated mentioning

confidence: 99%

The role of experience in adolescent cognitive development: Integration of executive, memory, and mesolimbic systems

Murty

Calabro

Luna

2016

Neuroscience & Biobehavioral Reviews

116

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Adolescence marks a time of unique neurocognitive development, in which executive functions reach adult levels of maturation. While many core facets of executive function may reach maturation in childhood, these processes continue to be refined and stabilized during adolescence. We propose that this is mediated, in part, by interactions between the hippocampus and pre-frontal cortex. Specifically, we propose that development of this circuit refines adolescents’ ability to extract relevant information from prior experience to support task-relevant behavior. In support of this model, we review evidence for protracted structural and functional development both within and across the hippocampus and prefrontal cortex. We describe emerging research demonstrating the refinement of adolescents’ ability to integrate prior experiences to support goal-oriented behavior, which parallel hippocampal-prefrontal integration. Finally, we speculate that the development of this circuit is mediated by increases in dopaminergic neuromodulation present in adolescence, which may underlie memory processing, plasticity, and circuit integration. This model provides a novel characterization of how memory and executive systems integrate throughout adolescence to support adaptive behavior.

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Section: Neurobehavioral Evidence Of the Refinement Of Integrated mentioning

confidence: 99%

The role of experience in adolescent cognitive development: Integration of executive, memory, and mesolimbic systems

Murty

Calabro

Luna

2016

Neuroscience & Biobehavioral Reviews

116

View full text Add to dashboard Cite

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“…Another network (psychobiological system 3) involves regions of late-myelinating neocortex in frontal, parietal, and temporal regions found only in humans, and is associated with the emergence of human capacities for selfawareness, insight (i.e., immediate, accurate, and deep intuitive understanding), creative imagination, altruism, and autobiographical memory (see Supplementary Information, Vignette 3) [40,[44][45][46]. These three brain networks normally interact in a coordinated manner [47][48][49], but they are dissociable developmentally [17,46,50] and functionally [17,48,49,[51][52][53][54].…”

Section: Introductionmentioning

confidence: 99%

Three genetic–environmental networks for human personality

et al. 2019

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Phylogenetic, developmental, and brain-imaging studies suggest that human personality is the integrated expression of three major systems of learning and memory that regulate (1) associative conditioning, (2) intentionality, and (3) self-awareness. We have uncovered largely disjoint sets of genes regulating these dissociable learning processes in different clusters of people with (1) unregulated temperament profiles (i.e., associatively conditioned habits and emotional reactivity), (2) organized character profiles (i.e., intentional self-control of emotional conflicts and goals), and (3) creative character profiles (i.e., self-aware appraisal of values and theories), respectively. However, little is known about how these temperament and character components of personality are jointly organized and develop in an integrated manner. In three large independent genome-wide association studies from Finland, Germany, and Korea, we used a data-driven machine learning method to uncover joint phenotypic networks of temperament and character and also the genetic networks with which they are associated. We found three clusters of similar numbers of people with distinct combinations of temperament and character profiles. Their associated genetic and environmental networks were largely disjoint, and differentially related to distinct forms of learning and memory. Of the 972 genes that mapped to the three phenotypic networks, 72% were unique to a single network. The findings in the Finnish discovery sample were blindly and independently replicated in samples of Germans and Koreans. We conclude that temperament and character are integrated within three disjoint networks that regulate healthy longevity and dissociable systems of learning and memory by nearly disjoint sets of genetic and environmental influences.

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“…The deficits associated with contextual dedifferentiation observed in healthy ageing resemble the developmental issues in long-term memory retrieval observed in children and adolescents. Evidence shows that performance on verbal episodic memory tasks is significantly poorer in 10-year-old children compared to adults (Finn et al, 2016). Additionally, although accurate autobiographical retrieval has been demonstrated in children as young as 8 years, children aged 4-8 years are generally not able to accurately retrieve the temporal order of autobiographical memories (Friedman, 1992).…”

Section: Introductionmentioning

confidence: 99%

Differentiation of functional networks during long-term memory retrieval in children and adolescents

2019

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The processes that characterize the neural development of long-term memory (LTM) are largely unknown. In young adults, the degree of activation of a single large-scale memory network corresponds to the level of contextual detail involved; thus, differentiating between autobiographical, episodic, and semantic retrieval. In contrast to young adults, children and adolescents retrieve fewer contextual details, suggesting that they might not yet engage the entire memory circuitry and that this brain recruitment might lack the characteristic contextual differentiation found in adults. Twenty-one children (10-12 years of age), 20 adolescents (14-16 years of age), and 22 young adults (20-35 years of age) were assessed on a previously validated LTM retrieval task, while their brain activity was measured with functional magnetic resonance imaging. The results demonstrate that children, adolescents, and adults recruit a leftlateralized subset of the large-scale memory network, comprising semantic and language processing regions, with neither developmental group showing evidence of contextual differentiation within this network. Additionally, children and adolescents recruited occipital and parietal regions during all memory recall conditions, in contrast to adults who engaged the entire large-scale memory network, as described previously. Finally, a significant covariance between age and brain activation indicates that the reliance on occipital and parietal regions during memory retrieval decreases with age. These results suggest that both children and adolescents rely on semantic processing to retrieve long-term memories, which, we argue, may restrict the integration of contextual detail required for complex episodic and autobiographical memory retrieval.

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Developmental dissociation between the maturation of procedural memory and declarative memory

Cited by 62 publications

References 40 publications

The role of experience in adolescent cognitive development: Integration of executive, memory, and mesolimbic systems

The role of experience in adolescent cognitive development: Integration of executive, memory, and mesolimbic systems

Three genetic–environmental networks for human personality

Differentiation of functional networks during long-term memory retrieval in children and adolescents

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