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How Memory Counts in Mathematical Development. J Cogn 2023; 6:1. [PMID: 36644493 PMCID: PMC9818043 DOI: 10.5334/joc.248] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/01/2022] [Accepted: 11/05/2022] [Indexed: 01/09/2023] Open
Abstract
Memory has been well-established as a predictor of mathematics achievement in child development. Nevertheless, empirical evidence remains elusive on the unique role of the different forms of memory and their specific mechanisms as predictors of mathematics development. Therefore, in this study, the role of visuospatial short-term memory, visuospatial working memory, verbal short-term memory, and verbal long-term memory was investigated at three key stages of the development of mathematics (5-6 years, 6-7 years, 7-8 years), as well as their interactions across development. The relation between the different memory types and informal and formal mathematics was also studied. The findings of this study provide empirical support for a shift in the relation between different memory types and mathematics achievement over development with: 1) visuospatial short-term memory predicting informal mathematics achievement at the age of 5-6 years; 2) visuospatial working memory predicting informal and formal mathematics achievement at the age of 6-7 years; and 3) verbal short-term memory predicting formal mathematics achievement at the age of 7-8 years. These shifts clearly appear consistent with children's mathematics curriculum content over time and the requirements of mathematics acquisition at specific stages in development. With these findings, the unique role of various forms of memory in the development of mathematics and the timeframe in which they play a crucial part is highlighted, which should be taken into consideration for future research and possible intervention studies in children's mathematics achievement.
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Ayoub LJ, Zhu J, Lee SJ, Mugisha N, Patel K, Duerden EG, Stinson J, Verriotis M, Noel M, Kong D, Moayedi M, McAndrews MP. Age-related effects on the anterior and posterior hippocampal volumes in 6-21 year olds: A model selection approach. Hippocampus 2023; 33:37-46. [PMID: 36519826 DOI: 10.1002/hipo.23487] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/25/2022] [Revised: 11/24/2022] [Accepted: 11/28/2022] [Indexed: 12/23/2022]
Abstract
Although recent studies support significant differences in intrinsic structure, function, and connectivity along the longitudinal axis of the hippocampus, few studies have investigated the normative development of this dimension. In addition, factors known to influence hippocampal structure, such as sex or puberty, have yet to be characterized when assessing age-related effects on its subregions. This study addresses this gap by investigating the relationship of the anterior (antHC) and posterior (postHC) hippocampus volumes with age, and how these are moderated by sex or puberty, in structural magnetic resonance imaging scans from 183 typically developing participants aged 6-21 years. Based on previous literature, we first anticipated that non-linear models would best represent the relationship between age and the antHC and postHC volumes. We found that age-related effects are region-specific, such that the antHC volume remains stable with increasing age, while the postHC shows a cubic function characterized by overall volume increase with age but a slower rate during adolescence. Second, we hypothesized that models, which include biological sex or pubertal status would best describe these relationships. Contrary to expectation, models comprising either biological sex or pubertal status did not significantly improve model performance. Further longitudinal research is needed to evaluate their effects on the antHC and postHC development.
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Affiliation(s)
- Lizbeth J Ayoub
- Centre for Multimodal Sensorimotor and Pain Research, Faculty of Dentistry, University of Toronto, Toronto, Ontario, Canada.,University of Toronto Centre for the Study of Pain, Toronto, Ontario, Canada.,Division of Clinical and Computational Neuroscience, Krembil Brain Institute, Toronto Western Hospital, University Health Network, Toronto, Ontario, Canada
| | - Junhao Zhu
- Department of Statistical Sciences, University of Toronto, Toronto, Ontario, Canada
| | - Steven J Lee
- Centre for Multimodal Sensorimotor and Pain Research, Faculty of Dentistry, University of Toronto, Toronto, Ontario, Canada
| | - Nancy Mugisha
- Centre for Multimodal Sensorimotor and Pain Research, Faculty of Dentistry, University of Toronto, Toronto, Ontario, Canada
| | - Kyle Patel
- Division of Clinical and Computational Neuroscience, Krembil Brain Institute, Toronto Western Hospital, University Health Network, Toronto, Ontario, Canada
| | - Emma G Duerden
- Applied Psychology, Faculty of Education, Western University, London, Ontario, Canada
| | - Jennifer Stinson
- Research Institute, The Hospital for Sick Children, Toronto, Ontario, Canada
| | - Madeleine Verriotis
- Pain Research, Developmental Neurosciences, UCL Great Ormond Street Institute of Child Health, London, UK.,Department of Anaesthesia and Pain Management, Great Ormond Street Hospital NHS Foundation Trust, London, UK
| | - Melanie Noel
- Department of Psychology, University of Calgary, Calgary, Alberta, Canada.,Alberta Children's Hospital Research Institute, Calgary, Alberta, Canada.,Hotchkiss Brain Institute, Calgary, Alberta, Canada
| | - Dehan Kong
- Department of Statistical Sciences, University of Toronto, Toronto, Ontario, Canada
| | - Massieh Moayedi
- Centre for Multimodal Sensorimotor and Pain Research, Faculty of Dentistry, University of Toronto, Toronto, Ontario, Canada.,University of Toronto Centre for the Study of Pain, Toronto, Ontario, Canada.,Division of Clinical and Computational Neuroscience, Krembil Brain Institute, Toronto Western Hospital, University Health Network, Toronto, Ontario, Canada.,Department of Dentistry, Lunenfeld-Tanenbaum Research Institute, Mount Sinai Hospital, Toronto, Ontario, Canada
| | - Mary Pat McAndrews
- Division of Clinical and Computational Neuroscience, Krembil Brain Institute, Toronto Western Hospital, University Health Network, Toronto, Ontario, Canada.,Department of Psychology, University of Toronto, Toronto, Ontario, Canada
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Karni-Visel Y, Hershkowitz I, Lamb ME, Blasbalg U. Emotional valence and the types of information provided by children in forensic interviews. CHILD ABUSE & NEGLECT 2022; 129:105639. [PMID: 35468317 DOI: 10.1016/j.chiabu.2022.105639] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/17/2021] [Revised: 03/01/2022] [Accepted: 04/15/2022] [Indexed: 06/14/2023]
Abstract
BACKGROUND Emotions can powerfully affect memory retrieval although this effect has seldom been studied in everyday contexts. OBJECTIVE This study aimed to explore the association between children's verbal emotional expressions and the type of information reported during forensic interviews. PARTICIPANTS AND SETTING The sample included 198 interviews with 4- to 14-year-old (M = 9.36, SD = 2.37) alleged victims of repeated physical abuse perpetrated by family members conducted using the Revised NICHD Protocol which emphasizes a supportive interviewing style. METHODS Interview videos were transcribed and each conversational turn was coded to reflect the amount and type of children's verbal emotional expressions, forensic information provided, interviewers' demeanor, and type of question asked. RESULTS The verbal expression of negative emotions was positively associated with the production of more central details (β = 0.29, SE = 0.05, p < 0.001) and peripheral details (β = 0.66, SE = 0.07, p < 0.001), while the verbal expression of positive emotions was correlated with peripheral details (β = 0.29, SE = 0.15, p = 0.047). The verbal expression of negative emotions was associated with the production of more specific details (β = 0.73, SE = 0.06, p < 0.001]) and less generic information (β = -0.39, SE = 0.18, p = 0.029) whereas positive emotions were associated only with increased specific information (β = 0.28, SE = 0.12, p = 0.025). CONCLUSIONS These findings highlight how emotional expression, especially of negative emotions, enhances the quantity and quality of children's reports in forensic contexts.
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Affiliation(s)
- Yael Karni-Visel
- The Louis and Gabi Weisfeld School of Social Work, Bar Ilan University, Israel.
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Tóth-Fáber E, Janacsek K, Németh D. Statistical and sequence learning lead to persistent memory in children after a one-year offline period. Sci Rep 2021; 11:12418. [PMID: 34127682 PMCID: PMC8203620 DOI: 10.1038/s41598-021-90560-5] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/18/2020] [Accepted: 05/10/2021] [Indexed: 01/09/2023] Open
Abstract
Extraction of environmental patterns underlies human learning throughout the lifespan and plays a crucial role not only in cognitive but also perceptual, motor, and social skills. At least two types of regularities contribute to acquiring skills: (1) statistical, probability-based regularities, and (2) serial order-based regularities. Memory performance of probability-based and/or serial order-based regularities over short periods (from minutes to weeks) has been widely investigated across the lifespan. However, long-term (months or year-long) memory performance of such knowledge has received relatively less attention and has not been assessed in children yet. Here, we aimed to test the long-term memory performance of probability-based and serial order-based regularities over a 1-year offline period in neurotypical children between the age of 9 and 15. Participants performed a visuomotor four-choice reaction time task designed to measure the acquisition of probability-based and serial order-based regularities simultaneously. Short-term consolidation effects were controlled by retesting their performance after a 5-h delay. They were then retested on the same task 1 year later without any practice between the sessions. Participants successfully acquired both probability-based and serial order-based regularities and retained both types of knowledge over the 1-year period. The successful retention was independent of age. Our study demonstrates that the representation of probability-based and serial order-based regularities remains stable over a long period of time. These findings offer indirect evidence for the developmental invariance model of skill consolidation.
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Affiliation(s)
- Eszter Tóth-Fáber
- Doctoral School of Psychology, ELTE Eötvös Loránd University, Izabella utca 46, 1064, Budapest, Hungary
- Institute of Psychology, ELTE Eötvös Loránd University, Izabella utca 46, 1064, Budapest, Hungary
- Brain, Memory and Language Research Group, Institute of Cognitive Neuroscience and Psychology, Research Centre for Natural Sciences, Magyar tudósok körútja 2, 1117, Budapest, Hungary
| | - Karolina Janacsek
- Institute of Psychology, ELTE Eötvös Loránd University, Izabella utca 46, 1064, Budapest, Hungary
- Brain, Memory and Language Research Group, Institute of Cognitive Neuroscience and Psychology, Research Centre for Natural Sciences, Magyar tudósok körútja 2, 1117, Budapest, Hungary
- Centre for Thinking and Learning, Institute for Lifecourse Development, School of Human Sciences, Faculty of Education, Health and Human Sciences, University of Greenwich, Old Royal Naval College, Park Row, 150 Dreadnought, London, SE10 9LS, UK
| | - Dezső Németh
- Institute of Psychology, ELTE Eötvös Loránd University, Izabella utca 46, 1064, Budapest, Hungary.
- Brain, Memory and Language Research Group, Institute of Cognitive Neuroscience and Psychology, Research Centre for Natural Sciences, Magyar tudósok körútja 2, 1117, Budapest, Hungary.
- Lyon Neuroscience Research Center (CRNL), INSERM U1028, CNRS UMR5292, Centre Hospitalier Le Vinatier, Université de Lyon 1, Université de Lyon, Bâtiment 462 - Neurocampus 95 boulevard Pinel, 69675, Bron, Lyon, France.
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