Retrieval of Episodic Information From Memory: Comparisons Among 3- and 4-Year-Olds, 7- and 8-Year-Olds, and Adults

Arterberry, Martha E.; Milburn, Melanie M.; Loza, Heather L.; Willert, Amanda

doi:10.1207/s15327647jcd0203_3

Cited by 13 publications

(7 citation statements)

References 28 publications

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“…Together with our behavioral data that show minimal age-related differences in noun memory, our brain imaging data suggest that when children 7 to 8 years of age are appropriately instructed (as in verb generation), they can engage their frontal network in semantic rehearsal that leads to effective episodic encoding, in a manner similar to that in older children (Fletcher & Henson, 2001;Gabrieli et al, 1998). These findings are consistent with the perspective that young children can effectively retrieve memories for episodic information under appropriate encoding and retrieval conditions (Arterberry et al, 2001;Bauer, 1995;Fivush, 1997;Hudson & Sheffield, 1998). The null result for MTL involvement in the aforementioned condition, however, cannot be attributed entirely to the difficulty of imaging this spatially limited region due to signal loss or partial volume effects.…”

Section: Discussionsupporting

confidence: 84%

“…Behaviorally, children's abilities increase with age well into early adulthood for most aspects of memory (Schneider & Pressley, 1997), although recent studies show that even very young children (e.g., under 2 years of age) could demonstrate successful episodic memory performance (see Bauer, 1995;Fivush, 1997, for reviews). Indeed, Arterberry, Milburn, Loza, and Willert (2001) found that young children showed high recall for episodic information under particular encoding and retrieval conditions. Other research has shown age-related increases in children's recall of specific events (Drummey & Newcombe, 1995;Perez, Peynircioglu, & Blaxton, 1998) as well as memory for the context in which the memory of that event is acquired (Cycowicz, Friedman, Snodgrass, & Duff, 2001;Roberts & Blades, 2000).…”

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confidence: 99%

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Making Memories: A Cross-Sectional Investigation of Episodic Memory Encoding in Childhood Using fMRI

Chiu

Schmithorst²,

Brown³

et al. 2006

Developmental Neuropsychology

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In adults, the neural substrate associated with encoding memories connected to a specific time and place include the prefrontal cortex and medial temporal lobe (MTL). Using functional magnetic resonance imaging, this research studied the developmental trajectory of this frontal-MTL system by comparing 7- and 8-year-old children to those who were 10 or older in conditions that promoted episodic encoding. In 1 condition, participants generated verbs from nouns heard; in another, they listened to short stories for comprehension. Regions in which brain activation predicted subsequent recognition memory performance were identified. These included the left prefrontal cortex, but not MTL, in the verb generation condition for both age groups. In the story comprehension condition, activation in left posterior MTL predicted subsequent memory performance in both age groups, and activation in left anterior MTL (including the hippocampus proper) and left prefrontal cortex predicted subsequent memory only for the older children. These results illustrate both similarities and differences in how brain systems interact in development to mediate the formation of episodic memories.

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Section: Discussionsupporting

confidence: 84%

mentioning

confidence: 99%

Making Memories: A Cross-Sectional Investigation of Episodic Memory Encoding in Childhood Using fMRI

Chiu

Schmithorst²,

Brown³

et al. 2006

Developmental Neuropsychology

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“…Moreover, if event memory for repeated events is one of the first kinds of event memory to develop, it is not surprising that researchers have found it very difficult to document early episodic memory, which requires that there be only one exposure. Generally, it seems that children’s access to the particular details of events they have experienced is unstable and especially sensitive to the types of retrieval cues used (Arterberry, Milburn, Loza, & Willert, 2001). Children may have been demonstrating memory for events all along, but according to the definition of episodic memory, these memories may have been erroneously considered as a form of knowledge.…”

Section: Predictions From Event Memorymentioning

confidence: 99%

Event memory: A theory of memory for laboratory, autobiographical, and fictional events.

Rubin

Umanath

2015

Psychological Review

294

247

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An event memory is a mental construction of a scene recalled as a single occurrence. It therefore requires the hippocampus and ventral visual stream needed for all scene construction. The construction need not come with a sense of reliving or be made by a participant in the event, and it can be a summary of occurrences from more than one encoding. The mental construction, or physical rendering, of any scene must be done from a specific location and time; this introduces a ‘self’ located in space and time, which is a necessary, but need not be a sufficient, condition for a sense of reliving. We base our theory on scene construction rather than reliving because this allows the integration of many literatures and because there is more accumulated knowledge about scene construction’s phenomenology, behavior, and neural basis. Event memory differs from episodic memory in that it does not conflate the independent dimensions of whether or not a memory is relived, is about the self, is recalled voluntarily, or is based on a single encoding with whether it is recalled as a single occurrence of a scene. Thus, we argue that event memory provides a clearer contrast to semantic memory, which also can be about the self, be recalled voluntarily, and be from a unique encoding; allows for a more comprehensive dimensional account of the structure of explicit memory; and better accounts for laboratory and real world behavioral and neural results, including those from neuropsychology and neuroimaging, than does episodic memory.

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“…While children as young as 3–4 years of age can form episodic memories for pictures (Arterberry, Milburn, Loza, & Willert, 2001), performance on episodic memory tasks (tasks demanding recollection of events) continues to improve until the age of 11, at which point memory abilities begin to resemble those of adults in several respects (Schneider & Goswami, 2002). However, the capacity of memory systems, the speed of retrieval and the strategies used to remember continue to develop through young adulthood (Cycowicz, 2000; Cycowicz, Friedman, Snodgrass, & Duff, 2001).…”

Section: Neurodevelopmental Changes In Related Cognitive Processesmentioning

confidence: 99%

Developmental cognitive neuroscience of arithmetic: implications for learning and education

Menon

2010

ZDM Mathematics Education

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In this article, we review the brain and cognitive processes underlying the development of arithmetic skills. This review focuses primarily on the development of arithmetic skills in children, but it also summarizes relevant findings from adults for which a larger body of research currently exists. We integrate relevant findings and theories from experimental psychology and cognitive neuroscience. We describe the functional neuroanatomy of cognitive processes that influence and facilitate arithmetic skill development, including calculation, retrieval, strategy use, decision making, as well as working memory and attention. Building on recent findings from functional brain imaging studies, we describe the role of distributed brain regions in the development of mathematical skills. We highlight neurodevelopmental models that go beyond the parietal cortex role in basic number processing, in favor of multiple neural systems and pathways involved in mathematical information processing. From this viewpoint, we outline areas for future study that may help to bridge the gap between the cognitive neuroscience of arithmetic skill development and educational practice. Aims and scopeMathematical skills are arguably one of the most important cognitive abilities that a child must master. What are the changes that occur in the brain as children begin to develop more complex and quantitative ways of thinking? Why do children show marked individual differences in mathematical abilities, and what factors contribute to these differences? These questions have fueled the work of developmental and education psychologists for decades (Dowker, 2005;Geary, 1994;Geary, Hoard, & Royer, 2002;Siegler, 1998;Siegler & Stern, 1998). Now, with advancements in quantitative brain imaging and the use of targeted cognitive experiments, we are uniquely positioned to answer these questions.Arithmetic skills build on a core number knowledge system, for representing numerical quantity using abstract symbols, which is typically in place by the age of 5 years (Barth, La Mont, Lipton, & Spelke, 2005). Neural mechanisms underlying the development of these core numerical systems are reviewed elsewhere (Ansari, 2008); here, we focus on the development of brain systems involved in arithmetic. The approach taken here is to highlight major findings related to key component processes involved in arithmetic problem solving and reasoning. We first review core cognitive and brain processes involved in arithmetic processing and discuss the implications of relevant studies in adults for understanding the neural basis of arithmetic skill development. Recent studies have focused on various aspects of arithmetic processing, including (1) retrieval, (2) NIH-PA Author ManuscriptNIH-PA Author Manuscript NIH-PA Author Manuscript reasoning and decision making about arithmetic relations, and (4) resolving interference between multiple competing solutions (interference resolution). They help to clarify which brain areas are critically and consistently engaged during ar...

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Retrieval of Episodic Information From Memory: Comparisons Among 3- and 4-Year-Olds, 7- and 8-Year-Olds, and Adults

Cited by 13 publications

References 28 publications

Making Memories: A Cross-Sectional Investigation of Episodic Memory Encoding in Childhood Using fMRI

Making Memories: A Cross-Sectional Investigation of Episodic Memory Encoding in Childhood Using fMRI

Event memory: A theory of memory for laboratory, autobiographical, and fictional events.

Developmental cognitive neuroscience of arithmetic: implications for learning and education

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