Mapping the Development of Episodic Memory Diversity Supplement

项目摘要 情景记忆将人、物和地点结合在一起，构成我们记忆中的特定事件。 生活，形成多元素的经验痕迹，可以指导正在进行的行为，帮助想象未来， 并提高幸福感。儿童的情景记忆力很差，这种现象被称为童年健忘症。 在学龄前阶段，它逐渐得到改善，在小学阶段进一步完善。理解 这种发展变化需要在三个分析层次上进行研究：（1）解剖成分 控制实验室任务中的情景记忆过程;（2）评估潜在的神经变化;以及（3） 评估儿童的自然行为，无论是在记忆领域（自我相关的情景记忆， 与成年人的对话）以及更普遍的对话。我们建议对4至6岁的儿童进行纵向研究 6至8年，即，跨越童年健忘症的抵消，与丰富的评价，所有三个 在三个时间点上。这种跨层次分析的多成分研究将是第一个 它的种类。 一个事件中多个元素的关系绑定可以被概念化为连贯的 允许模式完成的多元素情节，即，的所有组成部分的启发 从一个子集的经验。情景记忆的另一个过程是模式分离。的 互补学习系统（CLS）模型，以及早期的海马数学模型 和后来的CLS的改进，提出海马（HC）是专门为快速和自动的 获取信息，然后将其正交化以减少相似存储器之间的潜在干扰。 我们将通过模式完成和儿童的能力来测试儿童检索剧集所有元素的能力 区分包含类似人物、物体或空间背景的重叠片段的能力， 模式分离此外，丰富的研究传统探索自我相关的情景记忆及其 随着时间的推移，以及它们与环境支持的联系。我们将把有关儿童 实验室测量的情景记忆和神经发育的自然行为。这些关系 因果关系可能是双向的，因此纵向评估是必不可少的。 行为工作将由神经层面的工作来补充。模式完成和模式 分离取决于HC，并与其子场的成熟有关， HC和皮质控制结构之间的连接。使用高清晰度核磁共振成像和尖端的 扩散成像参数，我们将测试特定海马子场执行模式的假设， 完成（CA 3）和分离（齿状回）。此外，我们还将测试白色物质通路， 在HC内（例如，穿通通路）以及连接HC与新皮质区的长程神经束，与 模式完成/分离行为表现。

Project Summary Episodic memory binds together the people, objects, and locations that make up the specific events of our lives, forming multi-element traces of experiences that can guide ongoing behavior, help imagine the future, and enhance well-being. Episodic memory is poor in young children, a phenomenon called childhood amnesia. It gradually improves over the preschool years, with further refinement in elementary school. Understanding this developmental change requires linking research at three levels of analysis: (1) dissecting component processes of episodic memory in controlled laboratory tasks; (2) assessing underlying neural changes; and (3) evaluating children's naturalistic behaviors, both in the memory domain (self-related episodic memory and memory conversations with adults) and more generally. We propose a longitudinal study of children from 4 to 6 years and from 6 to 8 years, i.e., across the offset of childhood amnesia, with rich evaluation of all three components at three points in time. This multi-componential study across levels of analysis will be the first of its kind. Relational binding of multiple elements within an event may be conceptualized as the formation of coherent multi-element episodes that allows for pattern completion, i.e., the elicitation of all components of the experience from a subset. Another process involved in episodic memory is pattern separation. The Complementary Learning Systems (CLS) model, as well as earlier mathematical models of the hippocampus and later refinements of CLS, proposes that the hippocampus (HC) is specialized for the rapid and automatic acquisition of information that is then orthogonalized to reduce potential interference among similar memories. We will test children's abilities to retrieve all elements of an episode via pattern completion and children's abilities to discriminate between overlapping episodes containing similar people, objects or spatial contexts via pattern separation. In addition, a rich research tradition explores self-related episodic memories and their retention over time, as well as their linkage to environmental support. We will link findings regarding children's naturalistic behavior to laboratory measures of episodic memory and to neural development. These relations are likely bi-directional in causality, and hence longitudinal evaluation is essential. The behavioral work will be complemented by work at the neural level. Both pattern completion and pattern separation depend on the HC and are associated with maturation of its subfields, and the maturation of connectivity between the HC and cortical control structures. Using high-definition MRI and cutting-edge diffusion imaging parameters, we will test the hypothesis that specific hippocampal subfields perform pattern completion (CA3) and separation (dentate gyrus). In addition, we will test whether white matter pathways, both within the HC (e.g., perforant path) as well as long-range tracts linking the HC to neocortical areas, relate to pattern completion/separation behavioral performance.