Development of Recollection and Familiarity

描述（由申请人提供）：拟议研究的总体目标是通过视觉配对比较（VPC）评估，调查熟悉和回忆对婴儿视觉识别记忆发展的相对贡献。尽管VPC已在很大程度上被用于研究婴儿的记忆，但在解释这项研究的结果时，一个关键的区别被忽视了：有意识的回忆和熟悉度的评估之间的区别。回忆涉及检索关于先前遇到的项目的上下文的定性信息，并且被认为严重依赖于海马体。熟悉，另一方面，涉及到全球的研究和测试项目之间的相似性，似乎是由嗅周皮层和高层次的视觉联想区介导的评估。回忆和熟悉度在多大程度上有助于婴儿的视觉识别记忆是目前研究的一个重点，对我们理解婴儿的记忆发育和大脑发育至关重要。被测试的假设是：（a）熟悉有助于婴儿视觉识别记忆的发展早于回忆，（B）回忆不会出现，直到某个时候，在第二年的生活。为了验证这些假设，我们将研究已知的分离成人的回忆和熟悉性的操作对婴儿在VPC中的表现的影响。本研究的具体目的是：（1）考察回忆对幼儿视觉再认记忆的贡献。将在两个版本的VPC中测试9个月、12个月、18个月和24个月大的婴儿的单独组：一个版本中熟悉物体的方向从熟悉到测试保持相同（相同方向条件），另一个版本中熟悉物体的镜像倒置在测试中呈现（镜像反射条件）。如果回忆有助于婴儿在VPC中的表现，那么研究测试中反射的变化应该会破坏婴儿在VPC中的识别记忆。(2)检验熟悉性对婴儿视觉识别记忆的贡献。将在两个版本的VPC中对9个月、12个月、18个月和24个月大的婴儿进行测试：一个版本中，每个测试试验之前都要对熟悉的物体进行掩蔽呈现（相同素数条件），另一个版本中，测试试验之前要对不熟悉的物体进行掩蔽呈现（不同素数条件）。如果熟悉性有助于婴儿在VPC中的识别记忆，那么测试前对熟悉物体的简短介绍应该有助于婴儿在VPC中的表现。这里提出的工作是一个长期计划的第一步，系统地检查婴儿的回忆和熟悉的电生理相关性。 公共卫生相关性：这项研究的结果将为典型发育中的婴儿的记忆发育提供重要的新信息。这些知识可能会极大地改变我们对婴儿认知的看法，并最终帮助我们了解参与学习和记忆的大脑系统发育中断如何导致发育障碍。

DESCRIPTION (provided by applicant): The overall goal of the proposed research is to investigate the relative contributions of familiarity and recollection to the development of visual recognition memory in infants as assessed by the visual-paired comparison (VPC). Despite the extent to which the VPC has been used to study memory in infants, a key distinction has been overlooked in interpreting results of this research: that between conscious recollection and assessments of familiarity. Recollection involves the retrieval of qualitative information about the context in which an item was previously encountered, and is thought to depend critically on the hippocampus. Familiarity, on the other hand, involves the assessment of global similarities between study and test items that appears to be mediated by perirhinal cortex and high-level visual association areas. The extent to which recollection and familiarity contribute to visual recognition memory in infants is a key focus of the present research, and is critical to our understanding of both memory development and brain development in infants. The hypotheses being tested are that (a) familiarity contributes to infant visual recognition memory earlier in development than recollection, and (b) recollection does not emerge until sometime during the second year of life. To test these hypotheses, we will examine the effects of manipulations known to dissociate recollection and familiarity in adults on infants' performance in the VPC. The specific aims of this application are to: (1) Examine the contribution of recollection to infant visual recognition memory. Separate groups of 9-, 12-, 18-, and 24-month-old infants will be tested in two versions of the VPC: one in which the orientation of the familiar object stays the same from familiarization to test (same- orientation condition), and another in which a mirror-inversion of the familiar object is presented at test (mirror-reflection condition). If recollection contributes to infants' performance in the VPC, then study-test changes in reflection should disrupt infants' recognition memory in the VPC. (2) Examine the contribution of familiarity to infant visual recognition memory. Separate groups of 9-, 12-, 18-, and 24-month-old infants will be tested in two versions of the VPC: one in which each test trial is preceded by a masked presentation of the familiar object (same-prime condition), and another in which test trials are preceded by a masked presentation of an unfamiliar object (different-prime condition). If familiarity contributes to infants' recognition memory in the VPC, then brief pre-test presentations of the familiar object should facilitate infants' performance in the VPC. The work proposed here is the first step in a long-term plan to systematically examine the electrophysiological correlates of recollection and familiarity in infants. PUBLIC HEALTH RELEVANCE: The outcome of the proposed research will provide important new information about memory development in typically developing infants. This knowledge could dramatically change the way we think about infant cognition, and will ultimately help us understand how disruptions in the development of brain systems involved in learning and memory may give rise to developmental disorders.