The Development of Explicit Memory for Basic Perceptual Features

Gulya, Michelle; Rossi-George, Alba; Hartshorn, Kristin; Vieira, Aurora; Rovee‐Collier, Carolyn; Johnson, Marcia K.; Chalfonte, Barbara L.

doi:10.1006/jecp.2001.2654

Cited by 22 publications

(15 citation statements)

References 40 publications

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“…(Similarly, see Gulya et al, 2002, for asymmetrical developmental change in some explicit memory processes.) It must be considered that, for trial blocks that include some bindingchange trials, successful performance can occur only if familiarity cues are inhibited and answers are based instead on recollection (Jacoby, 1991).…”

Section: Interpretation Of the Life Span Development Of Bindingmentioning

confidence: 99%

Life-span development of visual working memory: When is feature binding difficult?

Cowan

Naveh–Benjamin

Kilb

et al. 2006

Developmental Psychology

215

299

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We asked whether the ability to keep in working memory the binding between a visual object and its spatial location changes with development across the life span more than memory for item information. Paired arrays of colored squares were identical or differed in the color of one square and, in the latter case, the changed color was unique on that trial (item change) or was duplicated elsewhere in the array (color-location binding change). Children (8-10 and 11-12 years old) and older adults (65-85 years old) showed deficits relative to young adults. These were only partly simulated by dividing attention in young adults. The older adults had an additional deficiency, specifically in binding information, which was evident only when item-and binding-change trials were mixed together. In that situation, the older adults often overlooked the more subtle, bindingtype changes. Some working-memory processes related to binding undergo life-span development in an inverted U shape, whereas other, bias-and salience-related processes that influence the use of binding information seem to develop monotonically.Older adults have a memory deficiency compared to young adults, specifically in the retention of binding information. When items are presented in pairs, the items can be remembered normally but there is difficulty in remembering which ones were paired with which others. This appreciable decline occurs for the binding of focal items to contextual elements (Bayen, Phelps, & Spaniol, 2000;Chalfonte & Johnson, 1996 Chalfonte & Johnson (1996), suggested an associative deficit hypothesis, which focuses on the distinction between memory for single units and memory for associations among units. The present study examines the generality of the associative deficit hypothesis for children as well as the older adults, and for a task examining working memory rather than long-term memory. In this task, two arrays of colored squares must be compared, with the arrays sometimes identical and sometimes differing in the color of a single square. This task has been extensively researched in young adults (Luck & Vogel, 1997; Morey & Cowan, 2004, in press;Todd & Marois, 2004;Vogel & Machizawa, 2004;Vogel, Woodman, & Luck, 2001) and has been examined in infants (Ross-Sheehy, Oakes, & Luck, 2003) and children (Cowan et al., in press).In our version of the task, haphazardly-placed squares of different colors form a sample array that is soon replaced by a blank interval and then a test array identical to the sample array or differing in the color of a single square. A circle surrounding one square in the test array indicates which square changed color, if any square did, and the required response is a judgment as to whether a color change occurred. Inasmuch as colors are selected for the sample array

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Section: Interpretation Of the Life Span Development Of Bindingmentioning

confidence: 99%

Life-span development of visual working memory: When is feature binding difficult?

Cowan

Naveh–Benjamin

Kilb

et al. 2006

Developmental Psychology

215

299

View full text Add to dashboard Cite

show abstract

“…Based on previous investigations, we hypothesized that age would have a considerable effect on EM abilities in free recall, notably for the recall of contextual information (e.g., Gulya et al, 2002). If this effect was due to the low efficiency of the retrieval process in younger children, subsequent cued recall and recognition tasks would not display any similar effect of age.…”

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

confidence: 99%

“…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.…”

Section: Developmental Trajectories Of the Different Components Of Epmentioning

confidence: 99%

“…To examine the role of encoding and/or retrieval in EM development, we compared the effects of age on EM abilities in tasks involving several different retrieval processes (free recall, cued recall and recognition). We also studied the link between the development of each EM component and the cognitive functions that are thought to contribute to it (i.e., short-term feature-binding processes and EFs).Based on previous investigations, we hypothesized that age would have a considerable effect on EM abilities in free recall, notably for the recall of contextual information (e.g., Gulya et al, 2002). If this effect was due to the low efficiency of the retrieval process in younger children, subsequent cued recall and recognition tasks would not display any similar effect of age.…”

mentioning

confidence: 99%

“…Encoding process deficits, on the other hand, would be attested by low scores, even on the recognition task (see Bowler, Gardiner & Berthollier, 2004, for a similar reasoning). As even young children generally perform well on the recognition of factual information, retrieval difficulties were expected for core content, whereas additional encoding difficulties were expected for the two contexts (e.g., Friedman, 2005;Gulya et al, 2002). Given the similarity between the developmental trajectories of short and long-term feature-binding abilities (see Lorsbach & Reimer, 2005;Sluzenski et al, 2006), we expected the development of EM abilities to be associated with short-term feature-binding abilities when different items had to be simultaneously recalled.…”

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confidence: 99%

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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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Development of active controlled retrieval during middle childhood

Dionne

Cadoret

2012

Developmental Psychobiology

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The aim of this study was to examine the development of active controlled memory retrieval in children. Active retrieval is an effortful retrieval required to disambiguate information stored in memory. Brain imaging studies and monkey experiments have shown that the ventrolateral prefrontal cortex (VLPFC) is specifically engaged in this retrieval in both adult humans and monkeys. Three groups of 6-, 8-, and 11-year-old children and adults were tested on an active retrieval task. Results showed a marked difference in performance between 6-year olds, who made more errors and had longer response time, and 8- and 11-year olds, who had performance similar to adults. These results provide evidence that the VLPFC and the network supporting its top-down modulation undergo substantial maturational changes between 6 and 8 years old, giving children better active control of visual memory.

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The Development of Explicit Memory for Basic Perceptual Features

Cited by 22 publications

References 40 publications

Life-span development of visual working memory: When is feature binding difficult?

Life-span development of visual working memory: When is feature binding difficult?

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

Development of active controlled retrieval during middle childhood

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