Development of the brain’s organization of working memory in young schoolchildren

Abstract

In 7–8 and 9–10-years old children, we studied event-related potentials (ERPs) during paired comparison of non-verbalizable visuospatial stimuli presented at an interval of 1.5–1.8 s. Age-related differences were found in the involvement of various cortical areas in the formation and retention of a short-term memory trace of the reference stimulus and during comparison of the short-term trace with the test stimulus presented. In both age groups, working memory was associated with an elevation of the amplitude of the sensory-specific N1 component in the visual cortical areas. Age-related differences in the processing of sensory-specific characteristics of a stimulus were the greatest in the ERPs to the test stimulus: at the age of 9–10, the N1 component amplitude was significantly increased in all caudal leads and, in the occipital and inferior temporal leads, this component was preceded by P1 component. At this age, we observed the early involvement of the inferior frontal cortex, which was not observed at the age of seven. The increase in positivity over that area was observed in the interval of 100–200 ms. Substantial differences between age groups were found in the late ERP component corresponding to cognitive processes. At the age of 7–8, the presentation of both the reference and test stimuli causes the increase in the amplitude of the slow positive complex (SPC) in the caudal liads with the maximum enhancement found in the interval of 300–800 ms in the parietal leads. At the age of 9–10, the SPC increase, much like in adults, was observed in ERP to the test stimulus only. At this age, adult-like specific changes in the late phases of ERPs were observed in the fronto-central regions at the different stages of working memory. They are the increases in the negative N400 wave in the ERP to the reference stimulus and the SPC to the test stimulus. These data show that, at the age of 9–10, the functional organization of working memory of the adult type is formed; however, the extent to which the frontal cortex, and its dorsal regions in particular, is involved into working memory processes does not meet yet a definitive level.