Amnesia after Midazolam and Ketamine Sedation in Children: A Secondary Analysis of a Randomized Controlled Trial

The incidence of peri-procedural amnesia following procedural sedation in children is unclear and difficult to determine. This study aimed to apply quantitative and qualitative approaches to better understand amnesia following dental sedation of children. After Institutional Review Board Approval, children scheduled for sedation for dental procedures with oral midazolam (OM), oral midazolam and ketamine (OMK), or intranasal midazolam and ketamine (IMK) were recruited for examination of peri-procedural amnesia. Amnesia during the dental session was assessed using a three-stage method, using identification of pictures and an animal toy. On the day following the sedation, primary caregivers answered two questions about their children’s memory. One week later, the children received a semi-structured interview. Behavior and level of sedation during the dental session were recorded. Quantitative data were analyzed using descriptive statistics and comparison tests. Qualitative data were analyzed using content analysis. Triangulation was used. Thirty-five children (age: 36 to 76 months) participated in the quantitative analysis. Most children showed amnesia for the dental procedure (82.9%, n = 29/35) and remembered receiving the sedation (82.1%, n = 23/28 for oral administration; 59.3%, n = 16/27 for intranasal administration). The occurrence of amnesia for the dental procedure was slightly higher in the oral midazolam group compared with the other groups (44.8%, n = 13/29 for OM, 13.8%, n = 4/29 for OMK, and 41.4%, n = 12/29 for IMK). Twenty-eight children participated in the qualitative approach. The major theme identified was that some children could remember their procedures in detail. We conclude that peri-procedural amnesia of the dental procedure was common following sedation.

Does Emotion Talk and Emotion Knowledge Effect Children's Recall of a Staged Event?

<p>The current study compared children's memory for information accompanied by emotional or non-emotional talk, and also investigated the utility of emotion knowledge in prediction of recall. Seventy-five children aged 5-6 years participated in a staged event that involved visiting separate stations containing connected, causal information of an emotional or non-emotional theme. Children were assessed with a memory interview one week later. Children reported significantly more correct information from stations with an emotional focus. Children's emotion knowledge did not predict recall, however. Results show children better recall emotion-related information even when causality and connectedness is controlled for. Implications of the finding are discussed.</p>

Does Emotion Talk and Emotion Knowledge Effect Children's Recall of a Staged Event?

<p>The current study compared children's memory for information accompanied by emotional or non-emotional talk, and also investigated the utility of emotion knowledge in prediction of recall. Seventy-five children aged 5-6 years participated in a staged event that involved visiting separate stations containing connected, causal information of an emotional or non-emotional theme. Children were assessed with a memory interview one week later. Children reported significantly more correct information from stations with an emotional focus. Children's emotion knowledge did not predict recall, however. Results show children better recall emotion-related information even when causality and connectedness is controlled for. Implications of the finding are discussed.</p>

Children’s Memory for Mild Emotional Information: Positive and Negative Emotional Information and Associations with Temperament

<p>The 2 aims of the current study were to investigate 1) children’s memory for positive and negative emotional information and 2) the influence of temperament on the type of emotional information recalled. Seventy-five children aged 61-77 months participated in a staged event, “Visiting the Pretend Zoo”. Approximately 6-9 days later children participated in a memory interview. Parents/caregivers completed a temperament questionnaire. Children recalled more negative relative to positive emotional information. Children higher in Effortful Control (EC) recalled more negative emotional information relative to children lower in EC. This indicates that EC may play an important role in children’s memory. No other effects of temperament were identified. Limitations of the current study are discussed followed by directions for future study.</p>

Children’s Memory for Mild Emotional Information: Positive and Negative Emotional Information and Associations with Temperament

<p>The 2 aims of the current study were to investigate 1) children’s memory for positive and negative emotional information and 2) the influence of temperament on the type of emotional information recalled. Seventy-five children aged 61-77 months participated in a staged event, “Visiting the Pretend Zoo”. Approximately 6-9 days later children participated in a memory interview. Parents/caregivers completed a temperament questionnaire. Children recalled more negative relative to positive emotional information. Children higher in Effortful Control (EC) recalled more negative emotional information relative to children lower in EC. This indicates that EC may play an important role in children’s memory. No other effects of temperament were identified. Limitations of the current study are discussed followed by directions for future study.</p>

3-year-old children’s memory flexibility allows adaptation to an altered context

Imitation provides a reliable method to investigate the developing memory functions in childhood. The present study explored whether 3-year-old children are able to revise their previous experiences after a 1 week delay in order to adapt to an altered context. We used a combined immediate (Session 1) and delayed (Session 2) imitation paradigm. The constraints (target object close/far) and relatedly the relevance of using a tool in a goal attainment task (irrelevant/relevant, respectively) changed between the sessions. We found that children in Session 1 used the tool only when it was needed (relevant/object far context). After the 1 week delay when the tool was previously irrelevant and then became relevant, children remembered the irrelevant act and applied it in the altered context. When the tool lost its relevance after 1 week, children used the tool less than before, but did not fully omit it, despite its reduced efficiency. We propose that the flexible restoration of a formerly irrelevant act and the maintenance of a formerly successful solution indicate flexibility of children’s memory when guiding imitation. This flexibility, however, interacts with children’s tendency to remain faithful to strategies that were previously ostensively demonstrated to them.

Musical strategies to improve children’s memory in an educational context

Music-based interventions and music lessons modulate cognitive functions, such as language or attention. However, the specific and differential effects of musical activities are a new focus of research. Therefore, this study aimed to investigate the effect of musical improvisation, a focal musical intervention, on the emotional memory of 4- and 5-year-old children. Each child individually looked at 24 neutral and emotional pictures and rated their valence and arousal. After that, the children were exposed to one of three interventions: musical improvisation (experimental intervention), musical reproduction (active control intervention), or rest (passive control intervention). Then, recall and recognition (immediate and deferred) were used to evaluate memory performance. The main results indicated that musical improvisation, compared with a reproduction music activity, improved memory. In addition, rest improved recognition compared with reproduction. Besides, children recalled more emotional than neutral images. Musical improvisation is a promising technique to be implemented in the educational field.

MENINGKATKAN KEMAMPUAN MENGENAL HURUF VOKAL ANAK MELALUI PERMAINAN GARDU KASUR

This study aims to describe the process and learning outcomes through the activity of playing mattress substations to improve the ability to recognize vowels in children aged 5-6 years. This research was conducted at TK Villa Beta Padang. The method used is Classroom Action Research. The research procedure consists of: planning, action and observation, reflection. Data collection techniques were carried out through tests, observations, and documentation. The data analysis technique used in this research is qualitative and quantitative data analysis. Pre-action was carried out to determine the percentage of ability to recognize vowels by 51.07%, increasing to 63.39% after the first cycle, and increasing to 84.82% after the second cycle. An increase of 84.82% in the second cycle proves that playing the mattress substation can improve the ability to recognize vowels in early childhood. The ability to recognize letters can be developed through mattress substation playing activities, which can train children's memory, can train the ability to recognize letter shapes and problem solving skills.

Tell Me About Your Visit With the Lions: Eliciting Event Narratives to Examine Children’s Memory and Learning During Summer Camp at a Local Zoo

School-aged children often participate in school field trips, summer camps or visits at informal learning institutions like zoos and museums. However, relatively little is known about children’s memory and learning from these experiences, what types of event details and facts are retained, how retention varies across age, and whether different patterns are observed for different types of experiences. We aimed to answer these questions through a partnership with a local zoo. Four- to 10-year-old children (N = 122) participated in a weeklong summer camp, during which they engaged in dynamic events, including visits to zoo animals. On the last day of camp, we elicited autobiographical event narratives for two types of experiences: a child-selected animal event (visit to their favorite animal) and an experimenter-selected animal event. We coded event narratives for length and breadth using previously used autobiographical memory (AM) narrative coding schemes. In addition, we created a coding scheme to examine retention of semantic information (facts). We report the types of autobiographical event details and facts children recalled in their narratives, as well as age group differences that were found to vary depending on the type of information and type of event. Through this naturalistic, yet controlled, study we gain insights into how children remember and learn through hands-on activities and exploration in this engaging and dynamic environment. We discuss how our results provide novel information that can be used by informal learning institutions to promote children’s memory and retention of science facts.