The development of adaptive memory across early childhood

幼儿期适应性记忆的发展

• 批准号: 10527472
• 负责人: Vishnu Pradeep Murty
• 金额: $ 7.93万
• 依托单位: TEMPLE UNIV OF THE COMMONWEALTH
• 依托单位国家: 美国
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-09-01 至 2024-08-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10527472
• 关键词: 4 year old; 8 year old; Adaptive Behaviors; Adolescence; Adult; Advanced Development; Affective; Age; Amygdaloid structure; Behavior; Behavior Control; Behavioral; Behavioral Paradigm; Binding; Brain; Characteristics; Child; Childhood; Data Collection; Development; Disease; Emotional; Emotions; Event; Exhibits; Foundations; Future; Goals; Grant; Hippocampus (Brain); Human; Intervention; Knowledge; Measures; Medial; Memory; Mood Disorders; Neurodevelopmental Disorder; Pattern; Peripheral; Populations at Risk; Prefrontal Cortex; Process; Research; Resolution; Semantic memory; Semantics; Specificity; Stimulus; Structure; Support System; System; Temporal Lobe; Testing; Time; Work; adaptive learning; age related; base; brain morphology; early childhood; emotion dysregulation; experience; experimental study; forgetting; indexing; information processing; insight; memory consolidation; memory encoding; memory process; memory recall; neuroimaging; novel; positive emotional state; skills; statistical learning; tool; white matter; young adult

We rely on our ability to recall memories, particularly positive memories, to guide our future behaviors, making it adaptive to retain salient events. In adults, positive emotion's effects on memory encoding and consolidation have been well characterized, including the selective prioritization of central, salient information ('gist'), over peripheral context and transformation for long-term retention. Do young children similarly prioritize emotional memories? Brain structure and function undergoes extensive, protracted development across childhood, particularly between ages 4-6; with maturation of the medial temporal lobe and amygdala continuing into early childhood, and connections to prefrontal cortex (PFC) extending into adolescence. However, without top-down processes from PFC, children are more reactive to positive events. At the same time, early developing mnemonic functions seem developmentally advantageous for the acquisition of conceptual knowledge, and an early reliance on 'gist'-based memory over fine details and weak relational binding ability seem to mirror characteristic effects of positive emotional memory. It is therefore possible that the immature memory system is well suited to emphasize the adaptive functions of memory. Yet, critically little work has tested how mechanisms in the immature memory system support positively-valanced memories. The goal of this proposal is to determine how these adaptive memories are formed and stored across early childhood and to relate these measures to the pattern of developmental changes in supporting brain morphology. This proposal details two experiments with children (4-8 years old) and young adults (18-35) utilizing novel behavioral manipulations and structural neuroimaging. In Aim 1, we propose a behavioral experiment to characterize how positive information is selectively prioritized over neutral information in memory in early childhood. In Aim 2, a behavioral experiment will examine developmental differences in the organization and content of positive memories. While research has shown an age-related tendency towards 'gist'-memory, little work has systematically tested developmental differences in the trade-off of details and integration for salient information. In an exploratory Aim 3, we will use structural neuroimaging to examine the relationship between positive memory benefits and the maturation of white matter tracts that facilitate information processing across cortical and sub-cortical structures. The proposed aims will therefore advance the development of novel, childfriendly behavioral paradigms to determine how adaptive memories are formed and stored across early development. This research will provide the foundation to study the antecedents of emotion dysregulation disorders and inform practices for developing socio-emotional skills in early childhood.

我们依靠回忆记忆的能力，特别是积极的记忆，来指导我们未来的行为，使 它自适应地保留显着事件。在成年人中，积极情绪对记忆编码和巩固的影响 已经得到了很好的描述，包括对中心、显着信息（“要点”）的选择性优先排序，而不是 外围环境和长期保留的转变。年幼的孩子是否也同样优先考虑情感？ 回忆？大脑结构和功能在童年时期经历了广泛而持久的发展， 特别是 4-6 岁之间；随着内侧颞叶和杏仁核的成熟持续到早期 童年时期，与前额皮质（PFC）的联系一直延伸到青春期。然而，如果没有自上而下 从 PFC 的过程来看，儿童对积极事件的反应更强烈。同时，早期开发 记忆功能似乎对于概念性知识的获取具有发展优势，并且 早期对基于“要点”的记忆的依赖而不是细节和弱的关系绑定能力似乎反映了 积极情绪记忆的特征效应。因此，不成熟的记忆系统可能 非常适合强调记忆的适应性功能。然而，很少有工作来测试如何 不成熟的记忆系统中的机制支持正价记忆。此举的目标 提议是确定这些适应性记忆是如何在幼儿期形成和存储的 并将这些措施与支持大脑形态的发育变化模式联系起来。 该提案详细介绍了两项针对儿童（4-8 岁）和年轻人（18-35 岁）利用小说进行的实验 行为操纵和结构神经影像。在目标 1 中，我们提出了一项行为实验 描述早期记忆中积极信息如何选择性地优先于中性信息 童年。在目标 2 中，行为实验将检查组织中的发展差异 积极记忆的内容。虽然研究表明“要点”记忆有与年龄相关的倾向，但很少有研究表明 工作系统地测试了细节和突出整合的权衡中的发展差异 信息。在探索性目标 3 中，我们将使用结构神经影像来检查之间的关系 积极的记忆益处和白质束的成熟促进了信息处理 皮质和皮质下结构。因此，拟议的目标将促进新型、儿童友好型的开发 行为范式来确定适应性记忆如何在早期形成和存储 发展。这项研究将为研究情绪失调的前因提供基础 疾病并为幼儿期发展社会情感技能的实践提供信息。