Psychology
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Item Beyond the Gong: Relations Between Elicited Imitation Performance at 20-40 Months of Age and Memory at 6 Years(2005-04) DeBoer, T.; Cheatham, C.L.; Stark, E.; Bauer, P.J.Item Associations Between Hippocampal Volume and Cognitive Function in Children with Chromosome 22q11.2 Deletion Syndrome(2007-05) DeBoer, T.; Wu, Z.; Takarae, Y.; Nguyen, V.; Gabriel, L.; Simon, T.J.Item Associations between visuospatial working memory and enumeration impairments(2007-03) DeBoer, T.; Wu, Z.; Nguyen, V.; Simon, T.J.Item fMRI reveals long-term effects of prenatal drug exposure on visuospatial working memory networks during adolescence.(2008-05) DeBoer, T.; Schweitzer, J.; Kurup, P.K.; Ross, T.J.; Ernst, M.; Nair, P.; Black, M.; Salmeron, B.J.Item Event-related potentials in developmental populations.(2005) DeBoer, T.; Scott, L.S.; Nelson, C.A.Item In the language of multiple memory systems, defining and describing developments in long-term explicit memory.(2007) Bauer, P.J.; DeBoer, T.; Lukowski, A.F.Item 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.Item Mechanisms of change: Exploring not only when and what, but how declaritive memory develops.(2006) Richmond, J.; DeBoer, T.Age-related changes in representational flexibility are a characteristic feature of declarative memory development. The authors suggest that a qualitative shift in the nature of infants’ memory representations accounts for increasing memory flexibility with age. We will argue that a comprehensive theory of declarative memory development must (1) account for the effect of experience on flexibility, (2) be empirically separable from more parsimonious explanations, and (3) propose a mechanism by which the transition takes place. We will argue that a converging-methods approach is necessary to understand not only when and what develops in declarative memory, but also how developmental change occurs.Item Overlapping numerical cognition impairments in Chromosome 22q11.2 Deletion and Turner Syndromes.(2007) Simon, T.J.; Takarae, Y.; DeBoer, T.; McDonald-McGinn, D.M.; Zackai, E.H.; Ross, J.L.Children with one of two genetic disorders (chromosome 22q11.2 deletion syndrome and Turner syndrome) as well typically developing controls, participated in three cognitive processing experiments. Two experiments were designed to test cognitive processes involved in basic aspects numerical cognition. The third was a test of simple manual motor reaction time. Despite significant differences in global intellectual abilities, as measured by IQ tests, performance on the two numerical cognition tasks differed little between the two groups of children with genetic disorders. However, both performed significantly more poorly than did controls. The pattern of results are consistent with the hypothesis that impairments were not due to global intellectual ability but arose in specific cognitive functions required by different conditions within the tasks. The fact that no group differences were found in the reaction time task, despite significant differences in the standardized processing speed measure, further supports the interpretation that specific cognitive processing impairments and not global intellectual or processing speed impairments explain the pattern of results. The similarity in performance on these tasks of children with unrelated genetic disorders counters the view that numerical cognition is under any direct genetic control. Instead, our findings are consistent with the view that disturbances in foundational spatiotemporal cognitive functions contribute to the development of atypical representations and processes in the domains of basic magnitude comparison and simple numerical enumeration.