Mapping the Development of Episodic Memory Diversity Supplement

项目摘要 情节记忆将人、物体和地点联系在一起，构成了我们的特定事件 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， 并增进幸福感。幼儿的情节记忆力很差，这一现象被称为童年健忘症。 在学龄前几年，随着小学的进一步完善，它逐渐得到改善。理解 这一发展变化需要在三个分析水平上进行联系研究：(1)解剖成分 受控实验室任务中情景记忆的过程；(2)评估潜在的神经变化；以及(3) 评估儿童的自然主义行为，在记忆领域(自我相关情节记忆和 与成年人的记忆对话)，以及更一般的。我们建议对4至6岁的儿童进行纵向研究。 五年和六至八年，即跨越童年健忘症的抵消，并对这三个方面进行了丰富的评价 组件在三个时间点。这项跨分析层次的多组分研究将是 它是一种。 一个事件内多个元素的关系绑定可以概念化为形成连贯的 允许模式补全的多元素情节，即引出 来自子集的体验。情节记忆的另一个过程是模式分离。这个 补充学习系统(CLS)模型以及早期的海马区数学模型 以及后来对CLS的改进，提出海马体(HC)是专门用于快速和自动的 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。 我们将测试儿童通过模式补全和儿童提取一集的所有元素的能力 能够区分包含相似的人、物体或空间背景的重叠情节 图案分离。此外，丰富的研究传统探索与自我相关的情节记忆及其 随着时间的推移保留，以及它们与环境支持的联系。我们将把关于儿童的调查结果 自然主义行为、情景记忆的实验室测量和神经发育。这些关系 在因果关系上可能是双向的，因此纵向评估是必不可少的。 行为工作将得到神经层面的工作的补充。模式补全和模式 分离依赖于HC，并与其子场的成熟和 HC和皮质控制结构之间的连通性。使用高清晰度MRI和尖端技术 弥散成像参数，我们将检验特定海马亚区表现模式的假设 完成(CA3)和分离(齿状回)。此外，我们将测试白质通路，两者 在HC内(例如穿孔剂路径)以及将HC连接到新皮质区域的长程束涉及 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.