Psychology Research Works

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Subject: search.filters.subject.event-related potentials

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    Electrophysiological indices of memory for temporal order in early childhood: Implications for the development of recollection
    (2009-01) Riggins, Tracy
    The ability to recall contextual details associated with an event begins to develop in the first year of life, yet adult levels of recall are not reached until early adolescence. Dual-process models of memory suggest that the distinct retrieval process that supports the recall of such contextual information is recollection. In the present investigation, we used both behavioral and electrophysiological measures to assess the development of memory for contextual details, as indexed by memory for temporal order, in early childhood. Results revealed age-related improvements in memory for temporal order despite similar levels of memory for the individual items themselves. Furthermore, this pattern of recall was associated with specific components in the electrophysiological response. Consistent with electrophysiological research in adults, distributed, positive going activity late in the waveform was associated with increases in recall of contextual details and the development of recollective processes.
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    Event-related potentials in developmental populations.
    (2005) DeBoer, T.; Scott, L.S.; Nelson, C.A.
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    Forming a stable memory representation in the first year of life: Why imitation is more than child's play.
    (2005) Lukowski, A.F.; Wiebe, S.A.; Haight, J.C.; DeBoer, T.; Nelson, C.A.; Bauer, P.J.
    Although 9-month-old infants are capable of retaining temporally ordered information over long delays, this ability is relatively fragile. It may be possible to facilitate long-term retention by allowing infants to imitate event sequences immediately after their presentation. The effects of imitation on immediate and delayed recognition and on long-term recall were investigated using event-related potentials (ERPs) and elicited imitation, respectively. Mnemonic facilitation resulting from the opportunity to imitate was apparent using both assessments. ERP assessments at immediate and delayed recognition tests suggested that infants who were allowed to imitate had stronger memory representations of familiar stimuli relative to infants who only viewed the presentation of the events. In addition, infants who were allowed to imitate evidenced higher levels of ordered recall after 1 month relative to infants who only watched the experimenter’s demonstration. Therefore, imitation proved to have beneficial effects on explicit memory in 9 1 / 2 -month-olds, providing evidence of its effectiveness as a tool to augment mnemonic capabilities in infancy.