Behavioral and Neural Signatures of Working Memory in Childhood
Working memory function changes across development and varies across individuals. The patterns of behavior and brain function that track individual differences in working memory during human development, however, are not well understood. Here, we establish associations between working memory, other...
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| Veröffentlicht in: | The Journal of neuroscience 2020-06, Vol.40 (26), p.5090-5104 |
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| creator | Rosenberg, Monica D Martinez, Steven A Rapuano, Kristina M Conley, May I Cohen, Alexandra O Cornejo, M Daniela Hagler, Jr, Donald J Meredith, Wesley J Anderson, Kevin M Wager, Tor D Feczko, Eric Earl, Eric Fair, Damien A Barch, Deanna M Watts, Richard Casey, B J |
| description | Working memory function changes across development and varies across individuals. The patterns of behavior and brain function that track individual differences in working memory during human development, however, are not well understood. Here, we establish associations between working memory, other cognitive abilities, and functional MRI (fMRI) activation in data from over 11,500 9- to 10-year-old children (both sexes) enrolled in the Adolescent Brain Cognitive Development (ABCD) Study, an ongoing longitudinal study in the United States. Behavioral analyses reveal robust relationships between working memory, short-term memory, language skills, and fluid intelligence. Analyses relating out-of-scanner working memory performance to memory-related fMRI activation in an emotional
-back task demonstrate that frontoparietal activity during a working memory challenge indexes working memory performance. This relationship is domain specific, such that fMRI activation related to emotion processing during the emotional
-back task, inhibitory control during a stop-signal task (SST), and reward processing during a monetary incentive delay (MID) task does not track memory abilities. Together, these results inform our understanding of individual differences in working memory in childhood and lay the groundwork for characterizing the ways in which they change across adolescence.
Working memory is a foundational cognitive ability that changes over time and varies across individuals. Here, we analyze data from over 11,500 9- to 10-year-olds to establish relationships between working memory, other cognitive abilities, and frontoparietal brain activity during a working memory challenge, but not during other cognitive challenges. Our results lay the groundwork for assessing longitudinal changes in working memory and predicting later academic and other real-world outcomes. |
| doi_str_mv | 10.1523/JNEUROSCI.2841-19.2020 |
| format | Article |
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-back task demonstrate that frontoparietal activity during a working memory challenge indexes working memory performance. This relationship is domain specific, such that fMRI activation related to emotion processing during the emotional
-back task, inhibitory control during a stop-signal task (SST), and reward processing during a monetary incentive delay (MID) task does not track memory abilities. Together, these results inform our understanding of individual differences in working memory in childhood and lay the groundwork for characterizing the ways in which they change across adolescence.
Working memory is a foundational cognitive ability that changes over time and varies across individuals. Here, we analyze data from over 11,500 9- to 10-year-olds to establish relationships between working memory, other cognitive abilities, and frontoparietal brain activity during a working memory challenge, but not during other cognitive challenges. Our results lay the groundwork for assessing longitudinal changes in working memory and predicting later academic and other real-world outcomes.</description><identifier>ISSN: 0270-6474</identifier><identifier>EISSN: 1529-2401</identifier><identifier>DOI: 10.1523/JNEUROSCI.2841-19.2020</identifier><identifier>PMID: 32451322</identifier><language>eng</language><publisher>United States: Society for Neuroscience</publisher><subject>Adolescents ; Brain ; Brain - growth & development ; Brain - physiology ; Brain mapping ; Child ; Child Development - physiology ; Children ; Cognitive ability ; Correlation analysis ; Emotions ; Female ; Functional magnetic resonance imaging ; Humans ; Individuality ; Intelligence ; Longitudinal Studies ; Magnetic Resonance Imaging ; Male ; Memory ; Memory, Short-Term - physiology ; Mental task performance ; Performance indices ; Reinforcement ; Short term memory ; Signal processing</subject><ispartof>The Journal of neuroscience, 2020-06, Vol.40 (26), p.5090-5104</ispartof><rights>Copyright © 2020 the authors.</rights><rights>Copyright Society for Neuroscience Jun 24, 2020</rights><rights>Copyright © 2020 the authors 2020</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c442t-8645487f5843adc336b0de1d467eb4c8ba011872190a9d8ed436c8819c4538473</citedby><orcidid>0000-0002-9446-7386 ; 0000-0001-6179-4025 ; 0000-0003-1252-4664 ; 0000-0003-4682-098X ; 0000-0001-5512-0083 ; 0000-0002-1936-5574 ; 0000-0003-1337-5517 ; 0000-0003-1693-8506 ; 0000-0001-8602-393X</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.ncbi.nlm.nih.gov/pmc/articles/PMC7314411/pdf/$$EPDF$$P50$$Gpubmedcentral$$H</linktopdf><linktohtml>$$Uhttps://www.ncbi.nlm.nih.gov/pmc/articles/PMC7314411/$$EHTML$$P50$$Gpubmedcentral$$H</linktohtml><link.rule.ids>230,314,723,776,780,881,27901,27902,53766,53768</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/32451322$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Rosenberg, Monica D</creatorcontrib><creatorcontrib>Martinez, Steven A</creatorcontrib><creatorcontrib>Rapuano, Kristina M</creatorcontrib><creatorcontrib>Conley, May I</creatorcontrib><creatorcontrib>Cohen, Alexandra O</creatorcontrib><creatorcontrib>Cornejo, M Daniela</creatorcontrib><creatorcontrib>Hagler, Jr, Donald J</creatorcontrib><creatorcontrib>Meredith, Wesley J</creatorcontrib><creatorcontrib>Anderson, Kevin M</creatorcontrib><creatorcontrib>Wager, Tor D</creatorcontrib><creatorcontrib>Feczko, Eric</creatorcontrib><creatorcontrib>Earl, Eric</creatorcontrib><creatorcontrib>Fair, Damien A</creatorcontrib><creatorcontrib>Barch, Deanna M</creatorcontrib><creatorcontrib>Watts, Richard</creatorcontrib><creatorcontrib>Casey, B J</creatorcontrib><title>Behavioral and Neural Signatures of Working Memory in Childhood</title><title>The Journal of neuroscience</title><addtitle>J Neurosci</addtitle><description>Working memory function changes across development and varies across individuals. The patterns of behavior and brain function that track individual differences in working memory during human development, however, are not well understood. Here, we establish associations between working memory, other cognitive abilities, and functional MRI (fMRI) activation in data from over 11,500 9- to 10-year-old children (both sexes) enrolled in the Adolescent Brain Cognitive Development (ABCD) Study, an ongoing longitudinal study in the United States. Behavioral analyses reveal robust relationships between working memory, short-term memory, language skills, and fluid intelligence. Analyses relating out-of-scanner working memory performance to memory-related fMRI activation in an emotional
-back task demonstrate that frontoparietal activity during a working memory challenge indexes working memory performance. This relationship is domain specific, such that fMRI activation related to emotion processing during the emotional
-back task, inhibitory control during a stop-signal task (SST), and reward processing during a monetary incentive delay (MID) task does not track memory abilities. Together, these results inform our understanding of individual differences in working memory in childhood and lay the groundwork for characterizing the ways in which they change across adolescence.
Working memory is a foundational cognitive ability that changes over time and varies across individuals. Here, we analyze data from over 11,500 9- to 10-year-olds to establish relationships between working memory, other cognitive abilities, and frontoparietal brain activity during a working memory challenge, but not during other cognitive challenges. 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The patterns of behavior and brain function that track individual differences in working memory during human development, however, are not well understood. Here, we establish associations between working memory, other cognitive abilities, and functional MRI (fMRI) activation in data from over 11,500 9- to 10-year-old children (both sexes) enrolled in the Adolescent Brain Cognitive Development (ABCD) Study, an ongoing longitudinal study in the United States. Behavioral analyses reveal robust relationships between working memory, short-term memory, language skills, and fluid intelligence. Analyses relating out-of-scanner working memory performance to memory-related fMRI activation in an emotional
-back task demonstrate that frontoparietal activity during a working memory challenge indexes working memory performance. This relationship is domain specific, such that fMRI activation related to emotion processing during the emotional
-back task, inhibitory control during a stop-signal task (SST), and reward processing during a monetary incentive delay (MID) task does not track memory abilities. Together, these results inform our understanding of individual differences in working memory in childhood and lay the groundwork for characterizing the ways in which they change across adolescence.
Working memory is a foundational cognitive ability that changes over time and varies across individuals. Here, we analyze data from over 11,500 9- to 10-year-olds to establish relationships between working memory, other cognitive abilities, and frontoparietal brain activity during a working memory challenge, but not during other cognitive challenges. Our results lay the groundwork for assessing longitudinal changes in working memory and predicting later academic and other real-world outcomes.</abstract><cop>United States</cop><pub>Society for Neuroscience</pub><pmid>32451322</pmid><doi>10.1523/JNEUROSCI.2841-19.2020</doi><tpages>15</tpages><orcidid>https://orcid.org/0000-0002-9446-7386</orcidid><orcidid>https://orcid.org/0000-0001-6179-4025</orcidid><orcidid>https://orcid.org/0000-0003-1252-4664</orcidid><orcidid>https://orcid.org/0000-0003-4682-098X</orcidid><orcidid>https://orcid.org/0000-0001-5512-0083</orcidid><orcidid>https://orcid.org/0000-0002-1936-5574</orcidid><orcidid>https://orcid.org/0000-0003-1337-5517</orcidid><orcidid>https://orcid.org/0000-0003-1693-8506</orcidid><orcidid>https://orcid.org/0000-0001-8602-393X</orcidid><oa>free_for_read</oa></addata></record> |
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| subjects | Adolescents Brain Brain - growth & development Brain - physiology Brain mapping Child Child Development - physiology Children Cognitive ability Correlation analysis Emotions Female Functional magnetic resonance imaging Humans Individuality Intelligence Longitudinal Studies Magnetic Resonance Imaging Male Memory Memory, Short-Term - physiology Mental task performance Performance indices Reinforcement Short term memory Signal processing |
| title | Behavioral and Neural Signatures of Working Memory in Childhood |
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