Adapting event-related potential research paradigms for children: Considerations from research on the development of recognition memory.
Adapting event-related potential research paradigms for children: Considerations from research on the development of recognition memory.
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DOI：
10.1002/dev.22159
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发表时间：
2021-09
影响因子：
2.2
通讯作者：
Riggins T
中科院分区：
文献类型：
--
作者：
Rollins L;Riggins T
大多数发展性事件相关电位（ERP）的研究使用的实验范式修改的研究与成人。一个主要的挑战是确定如何有效地调整这些模式，以用于年轻人。目前的文件提供了指导发展的适应性考虑研究的发展再认记忆。我们提供了一个简短的概述识别记忆任务和ERP组件与识别记忆在儿童和成人。然后，我们提供了一些一般性的建议，讨论了成人和儿童再认记忆的ERP研究之间的共同差异（例如，呈现的刺激类型，反应方式），并提供评估任务修改对感兴趣的ERP成分的影响的建议。具体来说，我们建议（a）测试儿童和成人的修改后的范式，以允许跨发展的连续性的结果，（B）比较不同年龄的儿童的修改后的范式的基础上的期望，当发生发展变化的认知过程的利益，（c）经验评估范式之间的方法差异的影响。为了说明后者，我们分析了实验室的数据，比较了儿童在编码和检索之间经历1天，2天或1周延迟时与记忆相关的ERP组件。
Most developmental event-related potential (ERP) research uses experimental paradigms modified from research with adults. One major challenge is identifying how to adapt these paradigms effectively for use with younger individuals. The current paper provides guidance for developmental adaptations by considering research on the development of recognition memory. We provide a brief overview of recognition memory tasks and ERP components associated with recognition memory in children and adults. Then, we provide some general recommendations, discuss common differences between ERP studies of recognition memory in adults and children (e.g., the type of stimuli presented, response modalities), and provide suggestions for assessing the effect of task modifications on ERP components of interest. Specifically, we recommend (a) testing both children and adults on the modified paradigm to allow for a continuity of findings across development, (b) comparing children of different ages on the modified paradigm based on expectations regarding when developmental change occurs for the cognitive process of interest, and (c) empirically assessing the effect of methodological differences between paradigms. To illustrate the latter, we analyzed data from our lab comparing memory-related ERP components when children experienced a 1-day, 2-day, or 1-week delay between encoding and retrieval.
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