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Differences in executive abilities rather than associative processes contribute to memory development
Children's learning capabilities change while growing up. One framework that describes the cognitive and neural development of children's growing learning abilities is the two‐component model. It distinguishes processes that integrate separate features into a coherent memory representation...
Autores principales: | , , , , , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
John Wiley & Sons, Inc.
2021
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8596915/ https://www.ncbi.nlm.nih.gov/pubmed/34636105 http://dx.doi.org/10.1002/hbm.25665 |
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author | Müller, Nils C. J. Kohn, Nils van Buuren, Mariët Klijn, Nadia Emmen, Helene Berkers, Ruud M. W. J. Dresler, Martin Janzen, Gabriele Fernández, Guillén |
author_facet | Müller, Nils C. J. Kohn, Nils van Buuren, Mariët Klijn, Nadia Emmen, Helene Berkers, Ruud M. W. J. Dresler, Martin Janzen, Gabriele Fernández, Guillén |
author_sort | Müller, Nils C. J. |
collection | PubMed |
description | Children's learning capabilities change while growing up. One framework that describes the cognitive and neural development of children's growing learning abilities is the two‐component model. It distinguishes processes that integrate separate features into a coherent memory representation (associative component) and executive abilities, such as elaboration, evaluation, and monitoring, that support memory processing (strategic component). In an fMRI study using an object‐location association paradigm, we investigated how the two components influence memory performance across development. We tested children (10–12 years, n = 31), late adolescents (18 years, n = 29), and adults (25+ years, n = 30). For studying the associative component, we also probed how the utilisation of prior knowledge (schemas) facilitates memory across age groups. Children had overall lower retrieval performance, while adolescents and adults did not differ from each other. All groups benefitted from schemas, but this effect did not differ between groups. Performance differences between groups were associated with deactivation of the dorsal medial prefrontal cortex (dmPFC), which in turn was linked to executive functioning. These patterns were stronger in adolescents and adults and seemed absent in children. Thus, the children's executive system, the strategic component, is not as mature and thus cannot facilitate memory performance in the same way as in adolescents/adults. In contrast, we did not find age‐related differences in the associative component; with activity in the angular gyrus predicting memory performance systematically across groups. Overall, our results suggest that differences of executive rather than associative abilities explain memory differences between children, adolescents, and adults. |
format | Online Article Text |
id | pubmed-8596915 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2021 |
publisher | John Wiley & Sons, Inc. |
record_format | MEDLINE/PubMed |
spelling | pubmed-85969152021-12-02 Differences in executive abilities rather than associative processes contribute to memory development Müller, Nils C. J. Kohn, Nils van Buuren, Mariët Klijn, Nadia Emmen, Helene Berkers, Ruud M. W. J. Dresler, Martin Janzen, Gabriele Fernández, Guillén Hum Brain Mapp Research Articles Children's learning capabilities change while growing up. One framework that describes the cognitive and neural development of children's growing learning abilities is the two‐component model. It distinguishes processes that integrate separate features into a coherent memory representation (associative component) and executive abilities, such as elaboration, evaluation, and monitoring, that support memory processing (strategic component). In an fMRI study using an object‐location association paradigm, we investigated how the two components influence memory performance across development. We tested children (10–12 years, n = 31), late adolescents (18 years, n = 29), and adults (25+ years, n = 30). For studying the associative component, we also probed how the utilisation of prior knowledge (schemas) facilitates memory across age groups. Children had overall lower retrieval performance, while adolescents and adults did not differ from each other. All groups benefitted from schemas, but this effect did not differ between groups. Performance differences between groups were associated with deactivation of the dorsal medial prefrontal cortex (dmPFC), which in turn was linked to executive functioning. These patterns were stronger in adolescents and adults and seemed absent in children. Thus, the children's executive system, the strategic component, is not as mature and thus cannot facilitate memory performance in the same way as in adolescents/adults. In contrast, we did not find age‐related differences in the associative component; with activity in the angular gyrus predicting memory performance systematically across groups. Overall, our results suggest that differences of executive rather than associative abilities explain memory differences between children, adolescents, and adults. John Wiley & Sons, Inc. 2021-10-12 /pmc/articles/PMC8596915/ /pubmed/34636105 http://dx.doi.org/10.1002/hbm.25665 Text en © 2021 The Authors. Human Brain Mapping published by Wiley Periodicals LLC. https://creativecommons.org/licenses/by-nc-nd/4.0/This is an open access article under the terms of the http://creativecommons.org/licenses/by-nc-nd/4.0/ (https://creativecommons.org/licenses/by-nc-nd/4.0/) License, which permits use and distribution in any medium, provided the original work is properly cited, the use is non‐commercial and no modifications or adaptations are made. |
spellingShingle | Research Articles Müller, Nils C. J. Kohn, Nils van Buuren, Mariët Klijn, Nadia Emmen, Helene Berkers, Ruud M. W. J. Dresler, Martin Janzen, Gabriele Fernández, Guillén Differences in executive abilities rather than associative processes contribute to memory development |
title | Differences in executive abilities rather than associative processes contribute to memory development |
title_full | Differences in executive abilities rather than associative processes contribute to memory development |
title_fullStr | Differences in executive abilities rather than associative processes contribute to memory development |
title_full_unstemmed | Differences in executive abilities rather than associative processes contribute to memory development |
title_short | Differences in executive abilities rather than associative processes contribute to memory development |
title_sort | differences in executive abilities rather than associative processes contribute to memory development |
topic | Research Articles |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8596915/ https://www.ncbi.nlm.nih.gov/pubmed/34636105 http://dx.doi.org/10.1002/hbm.25665 |
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