Mesurer la résistance à l'interférence chez l'enfant : élaboration d'un nouveau test à « effet Stroop »

Pennequin, Valérie; Nanty, Isabelle; Khomsi, Abdelhamid

doi:10.3406/psy.2004.29664

Cited by 10 publications

(7 citation statements)

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“…These abilities were assessed with a nonverbal Stroop task divided into three parts (Pennequin, Nanty, & Khomsi, 2004). In each one, participants had 60 seconds to process as many stimuli as possible.…”

Section: Running Head: How Does Episodic Memory Develop? 15mentioning

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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Section: Running Head: How Does Episodic Memory Develop? 15mentioning

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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“…Participants were tested individually in a quiet room of their school or university for 35-40 min on average. They all completed the three following tasks in the same order: (1) a single temporal task, either reproduction or comparison task (single-task condition), (2) a single inhibitory control task (Stroop-like interference in animals size task, e.g., Catale & Meulemans, 2009;Naglieri & Das, 1997;Pennequin, Nanty, & Khomsi, 2004), and (3) the same temporal task concomitantly with the inhibitory control task (dual-task condition). Before each task, they were given one demonstration trial and three practice trials without feedback (as in test trials).…”

Section: Methodsmentioning

confidence: 99%

The Different Contribution of Executive Control to Temporal Comparison and Reproduction in Children and Adults

Rattat

Chevalier

2020

Journal of Cognition and Development

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“…It covered intellectual ability (Wechsler Intelligence Scale for Children, WISC-IV; Wechsler, 2005), attention, executive functions (Tower of London, Visual attention, Auditory attention, Response set, and Verbal fluency subtests of the Developmental Neuropsychological Assessment, NEPSY; Korkman, 2003; Stroop-Drawing; Pennequin et al, 2004), working memory (WISC-IV, Corsi blocks; Pagulayan et al, 2006), and episodic memory (Rivermead Behavioral Memory Test; Wilson et al, 2000). …”

Section: Methodsmentioning

confidence: 99%

Growing Up with Asperger’s Syndrome: Developmental Trajectory of Autobiographical Memory

Bon¹,

Baleyte²,

Piolino³

et al. 2013

Front. Psychology

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Autobiographical memory (AM) and social cognition share common properties and both are affected in autism spectrum disorders (ASD). So far, most of the scant research in ASD has concerned adults, systematically reporting impairment of the episodic component. The only study to be conducted with children concluded that they have poorer personal semantic knowledge than typical developing children. The present study explores the development of both components of AM in an 8-year-old boy diagnosed with Asperger’s syndrome, based on three examinations in 2007, 2008, and 2010. On each occasion, he underwent a general neuropsychological assessment including theory of mind (ToM) tasks, and a specially designed AM task allowing us to test both the semantic and the episodic components for three lifetime periods (current year, previous year, and earlier years). We observed difficulties in strategic retrieval and ToM, with a significant improvement between the second and third examinations. Regarding AM, different patterns of performance were noted in all three examinations: (1) relative preservation of current year personal knowledge, but impairment for the previous and earlier years, and (2) impairment of episodic memory for the current and previous year, but performances similar to those of controls for the earlier years. The first pattern can be explained by abnormal forgetting and by the semanticization mechanism, which needs verbal communication and social interaction to be efficient. The second pattern suggests that the development of episodic memory only reached the stage of “event memory.” This term refers to memory for personal events lacking in details or spatiotemporal specificity, and is usually observed in children younger than five. We conclude that the abnormal functioning of social cognition in ASD, encompassing social, and personal points of view, has an impact on both components of AM.

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Mesurer la résistance à l'interférence chez l'enfant : élaboration d'un nouveau test à « effet Stroop »

Cited by 10 publications

References 0 publications

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

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

The Different Contribution of Executive Control to Temporal Comparison and Reproduction in Children and Adults

Growing Up with Asperger’s Syndrome: Developmental Trajectory of Autobiographical Memory

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