1-012 - Memory formation exhibits qualitative and quantitative changes across development

Session Type: Paper Session

Integrative Statement

Evidence points increasingly to the fact that memory does not merely increase in strength with development, but that the developing brain also supports qualitatively different aspects of memory formation across development. The papers in this symposium document some of these developmental changes. Paper 1 reports the emergence of relational binding across the developmental transition from 2 to 3 years of age. Paper 2 documents associations between developing subfields of the hippocampus and recall and recognition memory between ages 4-8 years. Paper 3 reports developmental changes in reliance on neural circuits supporting integration versus differentiation of newly encoded information between 7 years and adulthood. Paper 4 investigates children's ability to integrate information across distinct episodes to form semantic memories at 5 years of age using a very different learning paradigm than that used for Paper 3. Together these papers support the idea that the developing brain not only supports increased competency but also supports qualitatively different competencies across development.

Sub Unit

• Attention, Learning, Memory

Chair

• Tracy Riggins, University of Maryland

Individual Presentations

• Associative Recognition in Toddlers: Evidence from a Visual Comparison Procedure - Presenting Author: Elliott Gray Johnson, University of California, Davis; Sarah Leckey, University of California, Davis; Emily Hembacher, Stanford University; Simona Ghetti, University of California-Davis

• Developmental differences hippocampal subfield volumes and relations with episodic memory in early childhood - Presenting Author: Fengji Geng, University of Maryland; Tracy Riggins, University of Maryland

• Linking and differentiating memories across development: Neural mechanisms and behavioral outcomes - Presenting Author: Margaret L Schlichting, University of Toronto; Katharine F Guarino, Loyola University Chicago; Hannah E Roome, The University of Texas at Austin; Alison R Preston, The University of Texas at Austin

• Children Retain Unique Event and Semantic Details associated with Episodes that are Integrated in Memory - Presenting Author: Nicole Leigh Varga, Emory University; Patricia J. Bauer, Emory University