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Adolescent-specific memory effects: evidence from working memory, immediate and long-term recognition memory
Lena J Skalaban1, Alexandra O Cohen2, May I Conley1
1Department of Psychology, Yale University, New Haven, Connecticut 06520, USA.
Learning & Memory (Cold Spring Harbor, N.Y.)
|August 11, 2022
Summary
Working memory and recognition memory mature during adolescence. This study found that working memory performance correlates with better long-term recognition, especially for task-relevant information.
Area of Science:
- Cognitive Neuroscience
- Developmental Psychology
Background:
- Working memory and recognition memory are crucial cognitive functions that undergo significant development throughout adolescence.
- The precise relationship between working memory and recognition memory during this developmental period remains incompletely understood.
Purpose of the Study:
- To investigate the associations between working memory performance (using the n-back task) and subsequent recognition memory.
- To examine how these memory systems develop across adolescence and into adulthood using data from the Adolescent Brain Cognitive Development (ABCD) Study.
- To assess both immediate and long-term (24-h delay) recognition memory.
Main Methods:
- Utilized tasks from the Adolescent Brain Cognitive Development (ABCD) Study, including an n-back task for working memory assessment.
- Administered recognition memory tasks with immediate and 24-hour delay conditions.
- Analyzed data from a community sample of individuals aged 8 to 30 years (n=150).
Main Results:
- Working memory, immediate, and long-term recognition memory performance generally peaked during adolescence.
- Age-related differences in recognition memory accuracy were observed, varying by item type (targets, distractors, new items) and delay interval.
- High working memory load specifically influenced long-term recognition, enhancing discrimination between relevant and irrelevant items and aiding new information detection in adolescents.
Conclusions:
- Working memory appears to play a facilitating role in long-term recognition memory, particularly in distinguishing task-relevant from irrelevant information.
- The development of working memory during adolescence may enhance the ability to recognize new information encountered during cognitive tasks.
- Findings highlight the dynamic interplay between working memory and recognition memory across adolescent development.
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