Young Children's Memory Research Articles

Of popsicles and crackers: when spatio-temporal memory is not integrated into children's decision-making.

Prior research has used innovative paradigms to show that some non-human animal species demonstrate behavioural choices (i.e. foraging for a food item at a specific location, and at a time that guarantees it has not yet decayed), reflecting episodic-like or 'WWW' memory (memory for 'what' happened, 'where' and 'when'). These results raised the question of whether similar approaches could be used to examine memory in young children in order to reduce verbal demands. The present research examines the extent to which children's WWW memory aligns with memory-based choices in 3- to 5-year-olds (n = 95; study 1) and in 7- to 11-year-olds and adults (n = 168; study 2). Results indicate that preschoolers' struggle with choice-based tasks probably reflects difficulty integrating their WWW memory with an understanding that certain items decay over time. Moreover, a convergence between verbal recall measures and choice-based measures is observable in 7-year-olds and beyond, reflecting a stronger integration of memory signals, understanding of state transformation, and decision-making. This article is part of the theme issue 'Elements of episodic memory: lessons from 40 years of research'.

Working memory in young children: A pilot study on the gender-mediated effect of Touch Screen Device use

ObjectiveTo investigate a possible gender-mediated relation between the use of Touch Screen Devices (TSDs), such as smartphones and tablets, and the performance on a visuospatial working memory task in children aged 5–11. MethodsThirty-eight children from a Dutch primary school participated in the Corsi Block-Tapping Task and were systematically interviewed about their TSD use. Multilevel analyses and linear regression analyses were used to model effects on three outcomes: odds of reproducing a sequence correctly, Corsi Span, and cumulative score. ResultsModerate to high TSD use significantly decreases the odds of reproducing a sequence correctly for girls (OR = 0.21), but significantly increase the odds for boys (OR = 3.50). Additionally, there are strong indications that moderate to high TSD use is related to an increase in the Corsi Span (T = −1.978, p = .057) and the cumulative score (T = −2.985, p = .005) in boys, but not in girls. ConclusionDespite the small study sample, it seems to be justified to conclude that there is a gender-mediated relation between TSD use and working memory in young children. The practical relevance of these findings and the importance of more research in this field are discussed.

Food rejection and the relation with category-based induction and memory in young children

BackgroundChildhood rejection of fruits and vegetables (F/V) has been associated with an immature food categorization system, characterized by difficulties in accurately categorizing and making inductions about foods. This may result in variations in the kind of category-based induction children use, such as relying on the color of a fruit/vegetable. Research indicates that children who reject food frequently tend to prioritize perceptual features like color and shape over abstract features, such as the type of food (e.g., tomato) when making food-related inductions. The way children categorize food can also impact what they remember about foods. Food rejection may therefore be related to better memory for perceptual features and diminished memory for abstract features. To explore this further, a pre-registered study was conducted to examine how category-based induction and memory relate to each other, and to children's food rejection. Methods107 children aged 4–6 years old performed a category-based induction and memory task related to F/V, based on color and shape (perceptual features), and type of food (abstract feature). A vegetable photo task measured vegetable acceptance, and parents completed the Child Food Rejection Scale (CFRS). ResultsChildren generally used color-based induction and displayed better memory for F/V color. Performance on the two tasks was related: higher type-based induction for F/V was linked to better memory for the type of F/V. However, there were no associations found with food rejection. ConclusionWhich category young children use for inductive reasoning about food, is related to what they remember best about food. Nevertheless, our study did not establish a relationship between an immature food categorization system and food rejection. Other factors, such as food familiarity, might play a stronger role in children's food acceptance.

Differential features of early childhood motor skill development and working memory processing: evidence from fNIRS.

The study investigated the differential characteristics associated with motor skill development and working memory processing during early childhood, thereby providing insights for understanding motor learning and cognitive development in young children. In total, 101 preschool children (age: 4-6 years) were recruited for this study. The motor skill development level and the working memory capacity of the children were assessed using the MOBAK Motor Development Assessment Scale and a block task paradigm, respectively. Functional near-infrared spectroscopy brain imaging technology was used to monitor hemodynamic signals in the prefrontal cortex (PFC) of the children while they completed different memory tasks. MATLAB software and the Homer2 plugin were used to calculate the oxygenated hemoglobin (Oxy-Hb) concentration in relevant brain regions during the tasks. (1) The low motor skill group exhibited significantly lower accuracy during the three-memory load condition than during the two-memory load condition. Under both two-memory and three-memory load conditions, the high motor skill group exhibited significantly higher accuracy than the low motor skill group. (2) Significant differences in the Oxy-Hb concentration were observed in the left dorsolateral PFC (L-DLPFC), and right and left triangular part of the Broca's area (R-PTBA and L-PTBA, respectively) between the two memory difficulty levels for the high motor skill group. The Oxy-Hb concentration was significantly higher during the three-memory load condition than during the two-memory load condition. Under the two-memory load condition, the high motor skill group exhibited significantly higher Oxy-Hb concentration in the L-DLPFC and L-PTBA regions than in the low motor skill group. Under the three-memory load condition, the high motor skill group exhibited significantly higher Oxy-Hb concentration in the L-DLPFC, R-PTBA, and L-PTBA regions than the low motor skill group. A close association was observed between the motor skill levels and working memory in young children, with higher motor skill levels being associated with more pronounced brain activation patterns during working memory tasks.

Psychometric evaluation of a working memory assessment measure in young children with Down syndrome

BackgroundWorking memory involves the temporary storage and manipulation of information and is frequently an area of challenge for individuals with Down syndrome (DS). Despite the potential benefits of intervention, laboratory assessments of working memory that could capture intervention effects have not undergone rigorous evaluation for use with young children with DS. It is critical to evaluate assessments of working memory in young children with DS to ensure the reliable and accurate measurement of performance. AimThis study evaluated an adapted laboratory measure of working memory for young children with DS 2–8 years old. MethodA self-ordered pointing task, the Garage Game, was administered to 78 children with DS (mean = 5.17 years; SD = 1.49). Adaptations were made to the task to minimize potential DS phenotype-related language and motor confounds. ResultsResults indicate that the measure is feasible, scalable, and developmentally sensitive, with minimal floor and practice effects for this population within this chronological and developmental age range. ConclusionThese findings demonstrate that the Garage Game is promising for use in studies of early working memory and treatment trials that aim to support the development of this critical dimension of executive functioning for children with DS.

A Randomized Controlled Trial of a Parent-Led Memory-Reframing Intervention to Reduce Distress and Pain Associated with Vaccine Injections in Young Children.

Children remember their memories of pain long after the painful experience is over. Those memories predict higher levels of future pain intensity. Young children's memories can be reframed to be less distressing. Parents and the way they reminisce about past events with their children play a key role in the formation of pain memories. A novel parent-led memory-reframing intervention changed children's memories of post-surgical pain to be less distressing. The intervention efficacy in the context of vaccine injections is unclear. This registered randomized controlled trial (NCT05217563) aimed to fill this gap. Seventy-four children aged 4.49 years (SD = 1.05) and scheduled to obtain two COVID-19 vaccine injections and one of their parents were randomized to receive: (1) standard care; (2) standard care and memory-reframing information; and (3) standard care and memory-reframing information with verbal instructions. Children reported their pain after vaccine injections. One week after the first vaccination, children reported memory of pain. Parents reported their use of memory-reframing strategies and intervention feasibility and acceptability. The intervention did not result in significant differences in children's recalled or future pain. Parents rated the intervention as acceptable and feasible.

The Influence of Cartoon-Soundscape Irrelevant Sound Effects on Young Children's Auditory Processing and Working Memory Skills.

Irrelevant sound or speech effect affects an individual's serial recall task of visual and auditory presentations. Cartoon soundscape mimics irrelevant sound effects. A constant and repeated exposure to cartoons in early childhood should influence children's auditory learning or recall performance. To investigate the effects of cartoons' soundscape irrelevant sound effects on young children's auditory processing and working memory skills. A cross-sectional study was used to observe the influence of the cartoon soundscape irrelevant sound effects on children. Sixty young children having hearing thresholds within 15 dB HL, in the age range 5 to 6 years, exposed to cartoons (Indian plus non-Indian) were considered for the study. Pitch pattern test (PPT), duration pattern test (DPT), and Corsi block working memory apparatus were applied to the participants exposed to cartoons. The data obtained were compared statistically in terms of the groups' performances. There was a significant difference in PPT (p = 0.023) and DPT (p = 0.001) between the exposed and nonexposed groups. In contrast, there was no significant difference between the two groups in Corsi block working memory (p > 0.05). Cartoon soundscape irrelevant sound or speech affects young children's auditory processing skills. The visual-spatial recall follows a different developmental pattern in young children without recoding to phonological aspects. It is predicted that our study findings might help determine the ill effects of cartoons on the auditory and language development process.

Neurophysiological correlates of memory change in children with fetal alcohol spectrum disorders treated with choline.

BackgroundPrenatal and early postnatal choline supplementation reduces cognitive and behavioral deficits in animal models of Fetal Alcohol Spectrum Disorder (FASD). In a previously published 9-month clinical trial of choline supplementation in children with FASD, we reported that postnatal choline was associated with improved performance on a hippocampal-dependent recognition memory task. The current paper describes the neurophysiological correlates of that memory performance for trial completers.MethodsChildren with FASD (N = 24) who were enrolled in a clinical trial of choline supplementation were followed for 9 months. Delayed recall on a 9-step elicited imitation task (EI) served as the behavioral measure of recognition memory. Neurophysiological correlates of memory were assessed via event-related potentials (ERP).ResultsDelayed recall on EI was correlated with two ERP components commonly associated with recognition memory in young children: middle latency negative component (Nc amplitude; range: r = −0.41 to r = −0.44) and positive slow wave (PSW area under the curve; range: r = −0.45 to r = −0.63). No significant ERP differences were observed between the choline and placebo groups at the conclusion of the trial.ConclusionAlthough the small sample size limits the ability to draw clear conclusions about the treatment effect of choline on ERP, the results suggest a relationship between memory performance and underlying neurophysiological status in FASD. This trial was registered.1

On the importance of contextual cues for spontaneous recall in 35- and 46-month-old children.

Recent evidence shows that returning to the same distinct lab setting after 1 week triggers spontaneous memories in 35- and 46-month-old children. However, it remains unclarified which specific cues are triggering spontaneous recall. We report two experiments in which distinct contextual cues were altered between encoding and test. In Experiment 1 (N = 76), the color of the box containing the event props was changed. Despite this change, the children still showed spontaneous recall. In Experiment 2 (N = 77), a more radical change was employed as the children returned to a completely differently furnished, and novel room. The children still engaged in spontaneous recall, although less frequently. Importantly, when comparing the number of children having spontaneous recollections, only about half as many children in Experiment 2 as in Experiment 1 exhibited spontaneous memories. These results underscore the importance of an encoding-retrieval match for spontaneous episodic memory in young children.

Association of working memory with gross motor skills in early childhood

ABSTRACT The acquisition of gross motor skills in early childhood contributes to balanced development and lifetime health patterns. It has been suggested that motor skills are acquired in early childhood without reliance on working memory, as the cognitive resources of young children have yet to fully develop. In two studies, we aimed to examine the relationship of gross motor skills proficiency with working memory in young children. The first study was cross-sectional and involved children with an average age of 5.84 years (n = 107). Gross motor skills (i.e., locomotor and object control) were tested, and working memory components (i.e., verbal and visuospatial) were measured. The second study was longitudinal and involved children with an average age of 4.17 years (n = 34). Locomotor and object control skills were tested at the start (T1) and middle (T2) of the school year; working memory components were tested at T1. The two studies showed that only object control skills proficiency and verbal working memory were associated. In the second study, gross motor skills improved over the two time points, but there was no significant interaction with working memory components. It appears that neither verbal nor visuospatial working memory influences change in gross motor skills proficiency. These findings provide support for the proposition that gross motor skills are acquired in early childhood without reliance on working memory resources, and informs the design of instructional approaches to promote gross motor skills proficiency.

Growing Memories: Coaching mothers in elaborative reminiscing with toddlers benefits adolescents' turning-point narratives and wellbeing.

Parental elaborative reminiscing supports young children's autobiographical memory, narrative, and socioemotional skills. This study is an adolescent follow-up of a reminiscing intervention in which 115 primary-caregiver mothers of toddlers were randomly assigned to a control group (n=59) or to receive training in elaborative reminiscing (n=56) for the next year. At age 15, 93 of the now-adolescents (81%) were invited to narrate a turning point in their lives and to report on their personality traits and well-being. Turning-point narratives were coded for causal coherence (connections between past events and present self) and thematic coherence (elaboration and resolutions). Adolescents whose mothers were in the intervention group told more causally coherent turning-point narratives and reported fewer emotional problems than control participants, covarying for baseline measures and personality traits. Maternal elaborative reminiscing in early childhood appears to have long-term benefits for adolescents' causal coherence in turning-point narratives and well-being.

Distinct environmental cues trigger spontaneous recall of past events in 3- and 4-year-old children even after long delays.

Verbally reported long-term memory for past events typically improves with age. However, such findings are based exclusively on studies, where children are directly asked to recall. The present study showed that when 3- (n=113, 59 girls) and 4-year-olds (n=113, 62 girls), predominantly White, were brought back to a distinct laboratory-setting after either 1-, 4.5-, or 13-weeks, children-regardless of age and delay-spontaneously recalled the distinct event experienced at their first visit (all Cohen's ds>1.00). Meanwhile, the oldest children outperformed the youngest when being asked directly to retrieve the event ( ). These findings suggest that spontaneous retrieval facilitated by distinct environmental cues provides a short-cut to young children's event memories.

Egocentric and allocentric spatial memory in young children: A comparison with young adults

AbstractThe most used frames of reference in spatial memory, which allows us to move through the environment, are the egocentric, related to one's own perspective, and the allocentric, based on environmental cues. Although many tasks have been proposed, those that evaluate the two frames of reference separately and compare adults and children are scarce. Our aim was to assess egocentric and allocentric spatial orientation in young children and young adults, comparing between ages, frames of reference and gender. The Egocentric and Allocentric Spatial Memory tests were used. Adults performed better than children on both tasks. Children performed equally in both frames of reference, but adults were more efficient on the allocentric test. Gender did not seem relevant in the performance of either group. Overall, egocentric and allocentric spatial memory are not fully developed at the age of 7 and children do not master any strategy above the other.Highlights Do school‐aged children reach adults performance in egocentric and allocentric spatial memory? Two experimental tasks, Egocentric and Allocentric Spatial Memory tests, were used for assessment. Significant differences were found between children from 5‐to‐7 years and adults. Egocentric and allocentric frameworks are not fully developed at 7 years. Children may not rely on one specific framework for their orientation.

The role of goals and outcomes in young children's memory for actions.

Four- to six-year-old children participated in three experiments designed to investigate action features that may contribute to the self-enactment effect and help clarify contradictory findings in the literature. Although activity is important in young children's learning and development, preschoolers' memory for self-actions is often found to be no better than memory for another person's actions. In the few studies in which the self-enactment effect has been found for this age group, the actions included as test materials differ markedly from those in the studies in which no differences occur. Specifically, the actions in studies finding the effect are goal-directed and enable outcomes whereas the actions in studies that don't find the effect have no instrumental goals, other than to perform the action, and often do not enable outcomes external to the action carried out. In Experiment 1 source memory and in Experiment 2 free recall were better for children's own actions than those of the experimenter when children participated in actions that produced outcomes in a game-like context. Findings from these two studies suggested that action outcomes were particularly important in these self-enactment effects which were then verified in Experiment 3. Our results support the role of self-directed actions for learning in early childhood classrooms, but highlight the contribution of goal-based activities that lead to instrumental and enabling outcomes in that learning.

The role of spatial boundaries in episodic memory in young children

The role of spatial boundaries in episodic memory in young children

Learning From Others: The Effects of Agency on Event Memory in Young Children.

Little is known about the influence of social context on children's event memory. Across four studies, we examined whether learning that could occur in the absence of a person was more robust when a person was present. Three-year-old children (N=125) viewed sequential events that either included or excluded an acting agent. In Experiment 1, children who viewed an agent recalled more than children who did not. Experiments 2a and 2b utilized an eye tracker to demonstrate this effect was not due to differences in attention. Experiment 3 used a combined behavioral and event-related potential paradigm to show that condition effects were present in memory-related components. These converging results indicate a particular role for social knowledge in supporting memory for events.

Особливості розвитку емоційної пам’яті у дітей раннього віку з типовим психофізичним розвитком та порушеннями мовлення

Особливості розвитку емоційної пам’яті у дітей раннього віку з типовим психофізичним розвитком та порушеннями мовлення

Phonological and Semantic Contributions to Verbal Short-Term Memory in Young Children With Developmental Stuttering.

Purpose The purpose of this study was to examine the verbal short-term memory skills of children who stutter (CWS) and children who do not stutter (CWNS) in 2 experiments, focusing on the influence of phonological and semantic similarity. Method Participants were 42 CWS and 42 CWNS between the ages of 3;0 and 5;11 (years;months). In Experiment 1, children completed the phonological similarity task, in which they listened to lists of phonologically similar and dissimilar words and then repeated them when signaled to do so. In Experiment 2, children completed another forward span task, the semantic category task, which is similar to the phonological similarity task, except that it consisted of lists of semantically homogeneous and heterogeneous words. Main dependent variables were cumulative memory span, proportion of errors by type, and speech reaction time (SRT) for correct responses. Results The CWS exhibited significantly shorter memory spans for phonologically dissimilar words and were less affected by the phonological qualities of the words than the CWNS in Experiment 1, based on the findings of both between-groups and within-group analyses. In Experiment 2, although the groups did not differ in their performance in either condition, within-group analyses revealed that the CWNS benefitted from semantic similarity, whereas the CWS did not. The between-groups difference in absolute difference scores, however, did not reach significance. The CWS produced more omissions and false alarms than the CWNS in both experiments, but the 2 groups of children were otherwise comparable in SRT, although the CWS exhibited overall faster SRT than the CWNS in Experiment 2. Conclusions Verbal short-term memory is one domain-general cognitive process in which CWS display weakness relative to typically fluent peers. These weaknesses are likely due, in part, to differences in phonological and, perhaps, semantic processing of words to aid memory.

The role of narrative in the development of children's pain memories: influences of father– and mother–child reminiscing on children's recall of pain

Negatively biased memories for pain (ie, recalled pain is higher than initial report) robustly predict future pain experiences. During early childhood, parent-child reminiscing has been posited as playing a critical role in how children's memories are constructed and reconstructed; however, this has not been empirically demonstrated. This study examined the role of parent-child reminiscing about a recent painful surgery in young children's pain memory development. Participants included 112 children (Mage = 5.3 years; 60% boys) who underwent a tonsillectomy and one of their parents (34% fathers). Pain was assessed in hospital and during the recovery phase at home. Two weeks after surgery, parents and children attended a laboratory visit to participate in a structured narrative elicitation task wherein they reminisced about the surgery. Four weeks after surgery, children completed an established pain memory interview using the same previously administered scales through telephone. Narratives were coded for style (elaboration) and content (pain and emotion) based on coding schemes drawn from the developmental psychology literature. Findings revealed that a more elaborative parental reminiscing style in addition to greater use of emotional words predicted more accurate/positively biased pain memories. Greater parental use of pain words predicted more negatively biased pain memories. Although there were no sex and parent-role differences in pain memory biases, mothers and fathers differed in how they reminisced with their boys vs girls. This research underscores the importance of parent-child reminiscing in children's pain memory development and may be used to inform the development of a parent-led memory reframing intervention to improve pediatric pain management.

Immunogenicity and Immune Memory after a Pneumococcal Polysaccharide Vaccine Booster in a High-Risk Population Primed with 10-Valent or 13-Valent Pneumococcal Conjugate Vaccine: A Randomized Controlled Trial in Papua New Guinean Children

We investigated the immunogenicity, seroprotection rates and persistence of immune memory in young children at high risk of pneumococcal disease in Papua New Guinea (PNG). Children were primed with 10-valent (PCV10) or 13-valent pneumococcal conjugate vaccines (PCV13) at 1, 2 and 3 months of age and randomized at 9 months to receive PPV (PCV10/PPV-vaccinated, n = 51; PCV13/PPV-vaccinated, n = 52) or no PPV (PCV10/PPV-naive, n = 57; PCV13/PPV-naive, n = 48). All children received a micro-dose of PPV at 23 months of age to study the capacity to respond to a pneumococcal challenge. PPV vaccination resulted in significantly increased IgG responses (1.4 to 10.5-fold change) at 10 months of age for all PPV-serotypes tested. Both PPV-vaccinated and PPV-naive children responded to the 23-month challenge and post-challenge seroprotection rates (IgG ≥ 0.35 μg/mL) were similar in the two groups (80–100% for 12 of 14 tested vaccine serotypes). These findings show that PPV is immunogenic in 9-month-old children at high risk of pneumococcal infections and does not affect the capacity to produce protective immune responses. Priming with currently available PCVs followed by a PPV booster in later infancy could offer improved protection to young children at high risk of severe pneumococcal infections caused by a broad range of serotypes.