Emotional modulation of episodic memory in children and adolescents with Williams-Beuren syndrome

2021 ◽  
pp. 1-38
Author(s):  
Sarah Massol ◽  
Cora Caron ◽  
Nicolas Franck ◽  
Caroline Demily ◽  
Hanna Chainay
Keyword(s):  
Episodic Memory ◽  
Children And Adolescents ◽  
Emotional Modulation

Virtual reality as an ecologically valid tool for assessing multifaceted episodic memory in children and adolescents

2016 ◽  
Vol 41 (2) ◽  
pp. 211-219 ◽  
Author(s):  
Laurence Picard ◽  
Maria Abram ◽  
Eric Orriols ◽  
Pascale Piolino
Keyword(s):  
Virtual Reality ◽  
Episodic Memory ◽  
Children And Adolescents ◽  
Young Adulthood ◽  
Memory Deficits ◽  
Developmental Differences ◽  
Developmental Trajectory ◽  
Feature Binding ◽  
Factual Content ◽  
Definition Of

The majority of episodic memory (EM) tests are far removed from what we experience in daily life and from the definition of this type of memory. This study examines the developmental trajectory of the main aspects of episodic memory—what, where, and when—and of feature binding in a naturalistic virtual environment. A population of 125 participants aged from 6 to 24 years was asked to navigate, by using a joystick, in a virtual urban environment composed of specific areas, and to memorize as many elements as possible (e.g., scenes, details, spatial and temporal contexts). The ability to recall factual content associated to details or spatiotemporal context increased steadily from the age of 8 to young adulthood. These results indicate main developmental differences in feature binding abilities in naturalistic events which are very sensitive to age in comparison with a standard EM assessment. Virtual reality therefore appears to be an appropriate technique to assess crucial aspects of EM development in children and adolescents and it should provide helpful tools for the detection of subtle memory deficits.

scholarly journals Effects of semantic categorization strategy training on episodic memory in children and adolescents

PLoS ONE ◽  
2020 ◽  
Vol 15 (2) ◽  
pp. e0228866
Author(s):  
Eliane C. Miotto ◽  
Joana B. Balardin ◽  
Maria da Graça M. Martin ◽  
Guilherme V. Polanczyk ◽  
Cary R. Savage ◽  
...  
Keyword(s):  
Episodic Memory ◽  
Children And Adolescents ◽  
Strategy Training ◽  
Semantic Categorization

scholarly journals Attention, memory, visuoconstructive, and executive task performance in adolescents with anxiety disorders: a case-control community study

2017 ◽  
Vol 39 (1) ◽  
pp. 5-11 ◽  
Author(s):  
Rafaela Behs Jarros ◽  
Giovanni Abrahão Salum ◽  
Cristiano Tschiedel Belem da Silva ◽  
Rudineia Toazza ◽  
Natália Becker ◽  
...  
Keyword(s):  
Working Memory ◽  
Anxiety Disorders ◽  
Episodic Memory ◽  
Children And Adolescents ◽  
Cognitive Functions ◽  
Digit Span ◽  
Community Sample ◽  
Global Functioning ◽  
Severe Anxiety ◽  
Verbal Episodic Memory

Abstract Objective: The aim of the present study was to assess children and adolescents with mild and severe anxiety disorders for their performance in attention, verbal episodic memory, working memory, visuoconstructive skills, executive functions, and cognitive global functioning and conduct comparative analyses with the performance of children free from anxiety disorders. Methods: Our sample comprised 68 children and adolescents aged 10 to 17 years (41 with current diagnoses of anxiety disorders and 27 controls) selected from a larger cross-sectional community sample of adolescents. Children and adolescents with anxiety disorders were categorized into two groups on the basis of anxiety severity (mild or severe). All participants underwent a neuropsychological assessment battery to evaluate attention, verbal episodic memory, working memory, visuoconstructive skills, and executive and cognitive functions. Results: No differences were found in any neuropsychological tests, with the single exception that the group with mild anxiety had better performance on the Digit Span backward test compared to subjects with severe anxiety and to controls (p = 0.041; η2 = 0.11). Conclusions: Not only might anxiety disorders spare main cognitive functions during adolescence, they may even enhance certain working memory processes.

712. Emotional Modulation of the Neural Systems Supporting Episodic Memory

2017 ◽  
Vol 81 (10) ◽  
pp. S288-S289 ◽  
Author(s):  
Maureen Ritchey ◽  
Andrew Yonelinas ◽  
Charan Ranganath
Keyword(s):  
Episodic Memory ◽  
Neural Systems ◽  
Emotional Modulation

scholarly journals Emotional Modulation of Episodic Memory in School-Age Children and Adults: An Event-Related Potential Study

2021 ◽  
Vol 11 (12) ◽  
pp. 1598
Author(s):  
Sarah Massol ◽  
Cora Caron ◽  
Nicolas Franck ◽  
Caroline Demily ◽  
Hanna Chainay
Keyword(s):  
Free Recall ◽  
Episodic Memory ◽  
Time Windows ◽  
Event Related Potentials ◽  
Emotional Valence ◽  
Event Related Potential ◽  
School Age Children ◽  
Emotional Modulation ◽  
Related Potentials ◽  
The Impact

The Emotional Enhancement of Memory (EEM) has been well-demonstrated in adults, but less is known about EEM in children. The present study tested the impact of emotional valence of pictures on episodic memory using behavioral and neurophysiological measures. Twenty-six 8- to 11-year-old children were tested and compared to 30 young adults. Both groups participated in pictures’ intentional encoding tasks while event-related potentials (ERPs) were recorded, followed by immediate free recall tasks. Behavioral results revealed a general EEM in free recall performances in both groups, along with a negativity effect in children. ERP responses revealed a particular sensitivity to negative pictures in children with a late emotion effect at anterior clusters, as well as a greater successful encoding effect for emotional pictures compared to neutral ones. For adults, the emotion effect was more pronounced for positive pictures across all time windows from the centro-parietal to the frontal part, and localized in the left hemisphere. Positive pictures also elicited a greater successful encoding effect at anterior clusters in adults. By combining behavioral and neurophysiological measures to assess the EEM in children compared with adults, our study provides new knowledge concerning the interaction between emotional and memory processes during development.

Sociocultural memory development research drives new directions in gadgetry science

2019 ◽  
Vol 42 ◽  
Author(s):  
Penny Van Bergen ◽  
John Sutton
Keyword(s):  
Episodic Memory ◽  
Autobiographical Memory ◽  
Developmental Psychology ◽  
Cross Cultural ◽  
Memory Development ◽  
Development Research ◽  
Cultural Research ◽  
New Directions ◽  
Cross Cultural Research

Abstract Sociocultural developmental psychology can drive new directions in gadgetry science. We use autobiographical memory, a compound capacity incorporating episodic memory, as a case study. Autobiographical memory emerges late in development, supported by interactions with parents. Intervention research highlights the causal influence of these interactions, whereas cross-cultural research demonstrates culturally determined diversity. Different patterns of inheritance are discussed.

Let's call a memory a memory, but what kind?

2019 ◽  
Vol 42 ◽  
Author(s):  
Nazim Keven
Keyword(s):  
Episodic Memory ◽  
Animal Cognition ◽  
The World

Abstract Hoerl & McCormack argue that animals cannot represent past situations and subsume animals’ memory-like representations within a model of the world. I suggest calling these memory-like representations as what they are without beating around the bush. I refer to them as event memories and explain how they are different from episodic memory and how they can guide action in animal cognition.

Analyzing the Potential Benefit of Microcomputer Use for Teaching Figurative Language

1992 ◽  
Vol 1 (2) ◽  
pp. 36-43 ◽  
Author(s):  
Marilyn A. Nippold ◽  
Ilsa E. Schwarz ◽  
Molly Lewis
Keyword(s):  
Language Learning ◽  
Children And Adolescents ◽  
Standardized Tests ◽  
Figurative Language ◽  
Language Intervention ◽  
School Age Children ◽  
Educational Materials ◽  
Language Learning Disabilities ◽  
Promising Application ◽  
Experience Difficulty

Microcomputers offer the potential for increasing the effectiveness of language intervention for school-age children and adolescents who have language-learning disabilities. One promising application is in the treatment of students who experience difficulty comprehending figurative expressions, an aspect of language that occurs frequently in both spoken and written contexts. Although software is available to teach figurative language to children and adolescents, it is our feeling that improvements are needed in the existing programs. Software should be reviewed carefully before it is used with students, just as standardized tests and other clinical and educational materials are routinely scrutinized before use. In this article, four microcomputer programs are described and evaluated. Suggestions are then offered for the development of new types of software to teach figurative language.

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