This research was designed to explore autobiographical memory in children, specifically, the personal events involved in memory and memory failures and to what extent children and adults realize what they have forgotten. Since previous research in this domain has focused mainly on adult's or children's ability to recall past events, few have ventured to investigate what underlies the process of forgetting for everyday events in parents and children, and if a link exists between the two. Survey data pertaining to self-reported memory failures along with information on the amount of interaction between parents and children was collected from parents and children at a local elementary school. The results showed that children and parents were more likely to report failure in prospective memory (forgetting to do something) than retrospective memory (forgetting something they already knew). Additionally, when asked what they thought had caused the failure, children were more likely to attribute the lapse to external distractions. Finally, the data showed that the degree of parent-child interaction was significantly related to the detail provided in a child's reported memory failures. The results are discussed in the context of developing a better understanding of, and suggest future avenues for, research in memory and memory failures in children, as well as understanding the relation between parent/child memory.

Gestures have been shown to enhance memory recall for children and adults, but little research has investigated the benefits of gesturing to recall in older adult populations. While theory suggests that older adults may be less embodied, that their cognitive and perceptual processes may be less grounded in their sensorimotor capacities, the literature is unclear on whether or not gesturing is still associated with memory in this population. To test the effect of gesturing on recall we compare 58 younger (20-29 yrs) and 62 older (60-85yrs) adults’ performance on an episodic memory recall task (immediately, and at a 3-week delay) after randomly assigning participants to two conditions (instructed gesture or free gesture). In the free gesture condition participants were allowed to freely gesture while describing 26 3-second-long vignettes. Participants in the instructed gesture condition were additionally asked to provide meaningful gestures while providing descriptions to vignettes. Analyzing observational data from the free gesture conditions, we found that both immediately and at a delay, younger and older adults recalled more of the vignettes that they had spontaneously gestured for than those that they had not gestured for. When looking at the effects of instructing gesture, we found that asking older adults to gesture increased their overall recall of vignettes at a delay when compared to older adults left to freely gesture. The same increase to recall was not found for younger adults. These findings suggest that spontaneous gesturing at encoding is just as significant to episodic memory recall for older adults as it is for younger adults, and that asking older adults to gesture may additionally benefit episodic memory for older adults.

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This dissertation investigates self-projection (i.e., future and past preferences reasoning) and possible underlying mechanisms [Theory of Mind (ToM), executive function (EF)] in early development. All children were tested in person prior to the COVID-19 pandemic. Our first objective was to explore preschoolers' understanding that the preferences they may hold in the future (Future Preferences task, adapted from Bélanger, Atance, Varghese, Nguyen, & Vendetti, 2014; Experiment 1), and likely held in the past (Past Preferences task; Experiment 2), differ from their current preferences. To do so, we implemented a novel continuous measure of children's preferences (faces rating scale; Kopp et al., 2017; adapted from; Wong & Baker, 1988) in addition to the more standard categorical response measure (item selection) used in children's future preferences reasoning research (Bélanger et al.). In addressing our second objective to investigate children's past preferences reasoning, we designed a new task (Past Preferences task) to complement our Future Preferences task. In Chapter 2 (Experiments 1 & 2), we found 3-, 4-, and 5-year-olds' success in reasoning about their future and past preferences generally improved with age. Results from our continuous preferences measure further revealed subtle developments in preschoolers' preferences reasoning not gleaned from our categorical data alone. We found that, around age 4, children demonstrate some understanding that they will prefer child items less and adult items more in the future (as an adult) than they do now and, around age 3, children similarly demonstrate some understanding that they preferred child items less in the past (as a baby) than they do now. While cross-experiment comparison in Chapter 2 revealed asymmetry in preschoolers' preferences reasoning (future, relative to past, preferences reasoning was more challenging), this asymmetry was not replicated in Chapter 3 using a more rigorous within-subjects design. Besides clarification of asymmetry in preferences reasoning, our final objectives were to confirm the relation between preschoolers' reasoning about changes in their future and past preferences and explore possible mechanisms underlying children’s self-projective abilities. In Chapter 3, children's ability to reason about their future and past preferences were significantly correlated - but not after controlling for their receptive language ability. Unexpectedly, we did not find support for asymmetry in children's self-projection abilities; that is, children did not find it more difficult to reason about their future as compared to their past preferences. Finally, children's future and past preferences reasoning were not related to or predicted by their performance on the ToM and EF tasks after controlling for age, language ability, and sex. Taken together, this dissertation provides unique and timely contributions to the literature on self-projection and, specifically, how this capacity develops, as well as children’s reasoning about how preferences change over time.

Memory-related disorders, such as Alzheimer’s disease and dementia, are devastating and often irreparable given our limited knowledge of how to effectively treat them. Animal studies have made significant advances in identifying neural correlates of memory, but in order to develop better interventions for memory loss, we need a deeper understanding of the neural basis of memory in the human brain. The main focus of my research is examining large-scale electrophysiological correlates of memory and learning in humans. In my studies, I recorded local field potential (LFP) data directly from the brains of neurosurgical patients performing memory tasks. First, in Chapter 2, I investigated the prevalence of sharp-wave ripples—synchronous high-frequency bursts of LFP activity—in the human hippocampus and cortex. I found that spectral characteristics of detected ripples closely matched those of other previously described high-frequency patterns in the human brain, thus raising important considerations for the detection and definition of ripple-like activity in humans. For my second study, in Chapter 3, I examined the impact of scopolamine, a cholinergic blocker, in the human hippocampal area during episodic memory. I found that the memory impairment caused by scopolamine was coupled to disruptions of both the amplitude and phase alignment of theta oscillations (2-10 Hz) during encoding. These findings suggest that cholinergic circuits support memory by coordinating the temporal dynamics of theta oscillations. Finally, in Chapter 4, I explored how brain oscillations in the medial temporal lobe (MTL) support learning. I found that subjects’ accuracy in a spatial memory task improved significantly within and across sessions, and that these short- and long-term learning effects were predicted by greater theta synchrony. My research translates important memory- and learning-related signals from animal studies, and extends those findings by revealing spectral patterns that are specifically relevant to humans. Together, my studies point to a key electrophysiological phenomenon underlying memory and learning in humans: the synchrony of neuronal activity in the brain. In particular, my results suggest that the temporal coordination of neuronal activity offered by brain oscillations, especially those in the theta frequency band, is vital for successful memory and learning. These findings expand our mechanistic understanding of the neurophysiology of human memory and learning, and suggest that improving the temporal coordination of neuronal activity in the MTL may provide a novel route to treating memory- and learning-related disorders.

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<p>Recent research on cognitive control has focused on the learning consequences of high selective attention demands in selective attention tasks. The current study extends these ideas by examining the influence of selective attention demands on remembering. In Experiment 1, participants read aloud the red word in a pair of red and green interleaved words. Half of the items were congruent (the interleaved words were the same), and the other half were incongruent (the interleaved words were different). Following the study phase, participants completed a recognition memory test with a remember/know classification. A mirror effect was observed in the recognition memory data, with better memory for incongruent than for congruent items. In Experiment 2, context was only partially reinstated at test, and again better memory for incongruent compared to congruent items was observed. However, the processes supporting recognition decisions varied depending on context reinstatement, with only full context reinstatement resulting in differences in recollection for congruent and incongruent items. These results demonstrate that selective attention process demands associated with incongruent items affect episodic learning.</p> / Master of Science (MSc)

Episodic memory binds together the people, objects, and locations that make up the specific events of our lives, and allows the recall of our past in the service of current and future goals. Recent models of memory have posited that the hippocampus instantiates computations critical for episodic memory including mnemonic discrimination, relational binding, and holistic retrieval. Collectively, this set of studies aim to chart the ontogeny of each key components of episodic memory. We found robust improvements in children’s abilities to form complex relational structures and to make fine-grained discrimination for individual items from age 4 to age 6. However, relational memory dependent on context discrimination appears to follow a more protracted development. Furthermore, relational binding and mnemonic discrimination (item and context levels) undergo age-related decrements in senescence. Despite relatively poor relational binding capabilities, children as young as age 4 are able to retrieve multi-element events holistically, such as successfully retrieving of one aspect of an event predicts the retrieval success of other aspects from the same event. Critically, the degree of holistic episodic retrieval increases from age 4 to young adulthood. This multi-process approach provides important theoretical insights into lifespan profile of episodic memory. / Psychology