The cue-word technique is frequently used with adults to examine the distribution of autobiographical memories across the life span. Such studies demonstrate childhood amnesia: a paucity of memories of events from the first 3(1/2) years of life, and a gradually increasing number of memories from age 3 to age 7. The pattern is remarkable in light of findings of autobiographical competence among children in the period of life eventually obscured by this amnesia. In the present study, we modified the cue-word task for use with school-age children. Seven- to 10-year-olds successfully generated and dated memories of past events. Girls provided more complete narratives than boys. Across the sample, the resulting distribution of memories was better fit by an exponential than by a power function, implying that early memories may not consolidate and instead remain vulnerable to interference. Implications for explanations of childhood amnesia are discussed.

Episodic memory is defined as the ability to recall specific past events located in a particular time and place. Over the preschool and into the school years, there are clear developmental changes in memory for when events took place. In contrast, little is known about developmental changes in memory for where events were experienced. In the present research we tested 4-, 6-, and 8-year-old children’s memories for specific laboratory events, each of which was experienced in a unique location. We also tested the children memories for the conjunction of the events and their locations. Age-related differences were observed in all three types of memory (event, location, conjunction of event and location), with the most pronounced differences in memory for conjunctions of events and their locations. The results have implications for our understanding of the development of episodic memory, including suggestions of protracted development of the ability to contextualize events in their spatial locations.

Aim Although hematopoietic cell transplantation (HCT) arrests the cognitive decline in mucopolysaccharidosis type IH (Hurler syndrome, MPS IH), these children continue to have neuropsychological deficits as they age. Both compromised attention and effects on white matter have been observed in cancer patients who have had chemotherapy. Therefore, we explored the effects of disease and treatment on brain function in children with MPS I who have had HCT with those with attenuated MPS I treated with enzyme replacement therapy (ERT). Methods Subjects: 7 MPS IH participants at least 5 years post-HCT were compared with 7 attenuated participants who were treated with ERT. Measures: IQ, attention, spatial ability, and memory were assessed. Medical history and an unsedated MRI scan using diffusion tensor imaging (DTI) were acquired. Results Despite clinically equivalent IQ and memory, children with MPS IH had poorer attention span than those with attenuated MPS I as well as decreased fractional anisotropy (FA) of the corpus callosum. A relationship between attention scores and FA was found in the MPS IH group but not the attenuated group. FA was also related to frequency of medical events. Interpretation In children with MPS IH, both the treatment and the disease affect attention functions associated with poor white matter integrity.

Explanations of variability in long-term recall typically appeal to encoding and/or retrieval processes. However, for well over a century, it has been apparent that for memory traces to be stored successfully, they must undergo a post-encoding process of stabilization and integration. Variability in post-encoding processes is thus a potential source of age-related and individual variance in long-term recall. We examined post-encoding variability in each of two experiments. In each experiment, 20-month-old infants were exposed to novel three-step sequences in each of three encoding conditions: watch only, imitate, and learn to criterion. They were tested for recall after 15 min (as a measure of the success of encoding) and either weeks (1, 2, or 3: Experiment 1) or days (1, 2, or 4: Experiment 2) later. In each experiment, differential relative levels of performance among the conditions were observed at the two tests. The results implicate post-encoding processes are a source of variance in long-term recall.