CHILDREN'S RECALL AND RECOGNITION MEMORY FOR TEMPORAL SEQUENCES

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This subproject is one of many research subprojects utilizing the resources provided by a Center grant funded by NIH/NCRR. The subproject and investigator (PI) may have received primary funding from another NIH source, and thus could be represented in other CRISP entries. The institution listed is for the Center, which is not necessarily the institution for the investigator. Representing and recalling the past are fundamental capacities that most adults take for granted. Traditionally, it was thought that a variety of deficits rendered children under 3 year of age incapable of sharing this feature of mental life. Contrary to these assumptions there is increasing evidence that the neural substrate that supports explicit memory over the long-term begins to coalesce in the second half of the first year of life. Findings of variability in long-term memory in this period and of relations between brain and behavioral indices of long-term explicit memory are consistent with this suggestion. The findings converge to suggest that differences in the encoding and consolidation of new memories, in the vulnerability of memory traces to forgetting, or both, are the sources for individual differences in long-term explicit memory in the latter part of the first year. In two experiments we combine behavioral and electrophysiological indices of mnemonic performance to identify the source or sources of individual variability. The on-going research thus is expected to inform as to the generators of developmental change. The GCRC will be integral to this proposal in scheduling or participants, supplying space in the infancy care, and providing a technician for administration and assistance with the ERP testing sessions.