Psychological Development and Education ›› 2019, Vol. 35 ›› Issue (2): 246-253.doi: 10.16187/j.cnki.issn1001-4918.2019.02.14

Previous Articles     Next Articles

Binding Process in Children's Episodic Memory: Research Paradigm, Development Characteristics and Influencing Factors

JIANG Yingjie1, JIN Xuelian1,2, LONG Yiting1   

  1. 1. School of Psychology, Northeast Normal University, Changchun 130024;
    2. School of Applied Psychology, Jilin Medical University, Jilin 132013
  • Published:2019-04-19

RichHTML

PDF (PC)

Abstract: Individuals need to bind the core facts of personal experience and the context information such as time and space to form episodic memory. Therefore, the process of binding is the basis for the development of episodic memory. Binding is a coding process for the relationship between simultaneous stimuli. At present, children's episodic memory binding process is mainly studied through element binding paradigm and paired-associate learning paadigm. The development of binding in childhood is as follows:item-space binding is better than item-time binding, and complex task binding is poor. The development of children's episodic memory binding process relies on the development of coding and retrieving capabilities, the enhancement of cognitive flexibility, and the development of MTL and PFC. In the future research, we can expand longitudinal research,use VR technology to improve ecological validity,and deepen the discussion of the neural mechanism of binding process.

Key words: binding, episodic memory, children, hippocampus, item-space binding

Bachevalier, J., & Vargha-Khadem, F. (2005). The primate hippocampus:Ontogeny, early insult and memory. Current Opinion in Neurobiology, 15(2), 168-174.
Barnes, J. M., & Underwood, B. J. (1959). "Fate" of first-list associations in transfer theory. Journal of Experimental Psychology, 58(2), 97-105.
Bauer, P. J., & Leventon, J. S. (2013). Memory for one-time experiences in the second year of life:Implications for the status of episodic memory. Infancy, 18(5), 755-781.
Blankenship, T. L., & Bell, M. A. (2015). Frontotemporal coherence and executive functions contribute to episodic memory during middle childhood. Developmental Neuropsychology, 40(7-8), 430-444.
Bjorklund, D. F., Dukes, C., & Brown, R. D. (2009). The development of memory strategies. In M.L.Courage & N.Cowan (Eds.), Studies in developmental psychology. The development of memory in infancy and childhood (pp. 145-175). New York, NY, US:Psychology Press.
Cohen, N. J., Poldrack, R. A., & Eichenbaum, H. (1997). Memory for items and memory for relations in the procedural/declarative memory framework. Memory, 5(1-2), 131-178.
Cycowicz, Y. M., Friedman, D., Snodgrass, J. G., & Duff, M. (2001). Recognition and source memory for pictures in children and adults. Neuropsychologia, 39(3), 255-267.
Drummey, A. B., & Newcombe, N. S. (2002). Developmental changes in source memory. Developmental Science, 5(4), 502-513.
Ekstrom, A. D., Copara, M. S., Isham, E. A., Wang, W. C., & Yonelinas, A. P. (2011). Dissociable networks involved in spatial and temporal order source retrieval. Neuroimage, 56(3), 1803-1813.
Ghetti, S., & Bunge, S. A. (2012). Neural changes underlying the development of episodic memory during middle childhood. Developmental Cognitive Neuroscience, 2(4), 381-395.
Giovanello, K. S., Schnyer, D. M., & Verfaellie, M. (2004). A critical role for the anterior hippocampus in relational memory:Evidence from an fMRI study comparing associative and item recognition. Hippocampus, 14(1), 5-8.
Gogtay, N., Nugent, T. F., Herman, D. H., Ordonez, A., Greenstein, D., Hayashi, K. M., et al. (2006). Dynamic mapping of normal human hippocampal development. Hippocampus, 16(8), 664-672.
Guillery-Girard, B., Clochon, P., Giffard, B., Viard, A., Egler, P. J., Baleyte, J. M., et al.(2013)"Disorganized in time":Impact of bottom-up and top-down negative emotion generation on memory formation among healthy and traumatized adolescents. Journal of Physiology-Paris, 107(4), 247-254.
Howard, M. W., & Eichenbaum, H. (2013). The hippocampus, time, and memory across scales. Journal of experimental psychology:General, 142(4), 1211-1230.
Humphreys, M. S., Bain, J. D., & Pike, R. (1989). Different ways to cue a coherent memory system:A theory for episodic, semantic, and procedural tasks. Psychological Review, 96(2), 208-233.
Humphreys, M. S., Wiles, J., & Dennis, S. (1994). Toward a theory of human memory:Data structures and access processes. Behavioral and Brain Sciences, 17(4), 655-667.
Hunsaker, M. R., & Kesner, R. P. (2013). The operation of pattern separation and pattern completion processes associated with different attributes or domains of memory. Neuroscience & Biobehavioral Reviews, 37(1), 36-58.
Konkel, A., & Cohen, N. J. (2009). Relational memory and the hippocampus:Representations and methods. Frontiers in Neuroscience, 3, 166-174.
Lacy, J. W., Yassa, M. A., Stark, S. M., Muftuler, L. T., & Stark, C. E. (2011). Distinct pattern separation related transfer functions in human CA3/dentate and CA1 revealed using high-resolution fMRI and variable mnemonic similarity. Learning & Memory, 18(1), 15-18.
Lee, J. K., Ekstrom, A. D., & Ghetti, S. (2014). Volume of hippocampal subfields and episodic memory in childhood and adolescence. Neuroimage, 94(7), 162-171.
Lee, J. K., Wendelken, C., Bunge, S. A., & Ghetti, S. (2016). A time and place for everything:Developmental differences in the building blocks of episodic memory. Child Development, 87(1), 194-210.
Maister, L., Simons, J. S., & Plaistedgrant, K. (2013). Executive functions are employed to process episodic and relational memories in children with autism spectrum disorders. Neuropsychology, 27(6), 615-627.
Mueller, C., Luehrs, M., Baecke, S., Adolf, D., Luetzkendorf, R., & Luchtmann, M., et al. (2012). Building virtual reality fmri paradigms:A framework for presenting immersive virtual environments. Journal of Neuroscience Methods, 209(2), 290-298.
Newcombe, N. S., Lloyd, M. E., & Ratliff, K. R. (2007). Development of episodic and autobiographical memory:A cognitive neuroscience perspective. Advances in Child Development and Behavior, 35, 37-85.
Ngo, C., Lin, Y., Newcombe, N., & Olson, I. (2018). Building up and wearing down episodic memory:Mnemonic discrimination and relational binding. Temple University, 4,1-52
Picard, L., Abram, M., Orriols, E., & Piolino, P. (2015). Virtual reality as an ecologically valid tool for assessing multifaceted episodic memory in children and adolescents. International Journal of Behavioral Development, 41(1), 13-28.
Picard, L., Cousin, S., Guillery-Girard, B., Eustache, F., & Piolino, P. (2012). How do the different components of episodic memory develop? Role of executive functions and short-term feature-binding abilities. Child Development, 83(3), 1037-1050.
Porter, L. W., & Duncan, C. P. (1953). Negative transfer in verbal learning. Journal of Experimental Psychology, 46(1), 61-64.
Reagh, Z. M., & Yassa, M. A. (2014). Object and spatial mnemonic interference differentially engage lateral and medial entorhinal cortex in humans. Proceedings of the National Academy of Sciences, 111(40), E4264-E4273.
Riggins, T. (2014). Longitudinal investigation of source memory reveals different developmental trajectories for item memory and binding. Developmental Psychology, 50(2), 449-459.
Shing, Y. L., & Lindenberger, U. (2011). The development of episodic memory:Lifespan lessons. Child Development Perspectives, 5(2), 148-155.
Shing, Y. L., Werkle-Bergner, M., Li, S. C., & Lindenberger, U. (2008). Associative and strategic components of episodic memory:A life-span dissociation. Journal of Experimental Psychology:General, 137(3), 495-513.
Sloutsky V.M., & Fisher A.V. (2004). Induction and categorization in young children:A similarity-based model. Journal of Experimental Psychology:General, 133(2),166-188.
Sluzenski, J., Newcombe, N. S., & Kovacs, S. L. (2006). Binding, relational memory, and recall of naturalistic events:a developmental perspective. Journal of Experimental Psychology. Learning, Memory, and Cognition, 32(1), 89-100.
Tulving, E. (2001). Episodic memory and common sense:how far apart?. Philosophical Transactions of the Royal Society of London, 356(1413), 1505-1515.
Yim, H., Dennis, S. J., & Sloutsky, V. M. (2013). The development of episodic memory:Items, contexts, and relations. Psychological Science, 24(11), 2163-2172.
Zeithamova, D., & Preston, A. R. (2010). Flexible memories:Differential roles for medial temporal lobe and prefrontal cortex in cross-episode binding. Journal of Neuroscience the Official Journal of the Society for Neuroscience, 30(44), 14676-84.
[1] WANG Kunyan, HUANG Yinghang, DENG Jue, WANG Xuan, ZHANG Xiangkui. From Social Mindfulness to Prosocial Behavior: The Developmental Association in Children Aged 4 to 7 [J]. Psychological Development and Education, 2026, 42(4): 457-466.
[2] YU Xiao, ZHANG Yaxin, QI Yue, CHANG Shangcheng, HE Wenxing, CHEN Yinghe. Nature Connectedness Trajectory and Their Relationship with Creative Tendency in School-age Children: Cumulative or Interactive Effects? [J]. Psychological Development and Education, 2026, 42(4): 467-477.
[3] CHEN Ziwei, HUANG Xiaoxiao, YU Guoliang. A Three-level Meta-analysis of the Relationship between Parenting Practices and Children’s Mental Health [J]. Psychological Development and Education, 2026, 42(4): 563-576.
[4] WU Min, ZHANG Jie, YE Panqin, GONG Xi, YUAN Keman. Developmental Trajectories of Non-suicidal Self-injury in Left-behind Children: The Impact of Peer Victimization Patterns [J]. Psychological Development and Education, 2026, 42(4): 586-595.
[5] SHU Zhan, PENG Shenli, ZHAO Xian, LI Zhihua. Immediate and Delayed Effects of Cumulative Family Risk on Externalizing Problems in Low-income Families: A Moderated Mediation Model [J]. Psychological Development and Education, 2026, 42(4): 596-608.
[6] TAN Ruifeng, CHEN Suiqing, GUO Xinying, LI Mengna. Social Mindfulness Preference of Preschool Young Children in Peer Selection from the Perspective of Traits [J]. Psychological Development and Education, 2026, 42(3): 305-314.
[7] HAN Yan, GUO Xiaolin, YANG Wenjing, ZHANG Heng, WANG Tengfei. Structural Differentiation of Executive Function in Children with Reading Difficulties Lags behind that of Typically Developing Children [J]. Psychological Development and Education, 2026, 42(3): 326-336.
[8] ZHANG Wenjie, YANG Li, WANG Yaqin, ZHANG Xinyue, FAN Wei. The Effect of Adult’s Gesture in Picture Book Shared-reading on Story Retelling of 4- to 6-year-olds [J]. Psychological Development and Education, 2026, 42(3): 379-390.
[9] FAN Xinghua, JIN Jianing, YAN Lifei, LI Xiaotong, DENG Huixi. The Effect of Left-behind Adversity on the Developmental Trajectory of Personal Growth Initiative of Left-behind Children in Junior Middle School: The Mediation of the Developmental Trajectory of Social Support [J]. Psychological Development and Education, 2026, 42(3): 427-436.
[10] ZHANG Pan, YANG Juan, WANG Xiaoying. The Effects of Iconic Gestures on Memory and Generalization of Chinese Action Verbs in 3~4-year-old Children [J]. Psychological Development and Education, 2026, 42(2): 153-161.
[11] YUAN Wen, ZHANG Xuran, GUO Hui, LI Yanfang. Static and Dynamic Structural Characteristics of Children Bullying Networks: A Social Network Analysis Perspective [J]. Psychological Development and Education, 2026, 42(2): 234-244.
[12] XIE Yu, HE Huizhong, WANG Lei, DAI Weixi. A Comparative Study on Implicit Learning of Objects’ Contextual Cueing between Children with Autism Spectrum Disorder and Typically Developing Children [J]. Psychological Development and Education, 2025, 41(6): 761-769.
[13] FAN Xinghua, YAN Lifei, JIN Jianing, LI Xiaotong, DENG Huixi, YU Si. Effect of the Development of Parental Care on the Development of General Well-being In Grade 4~6 Left-behind Rural Children: The Moderating Role of Positively Interpreting Life [J]. Psychological Development and Education, 2025, 41(6): 859-868.
[14] ZHANG Heyi, YU Li. Screen Time and Young Children’s Self-regulation: The Role of Adult Involvement [J]. Psychological Development and Education, 2025, 41(5): 616-625.
[15] LIU Chang, JIANG Liuqing, ZHENG Tianpeng, BIAN Yufang. Longitudinal Associations between Parental Emotional Dysregulation and Parental Emotion-related Socialization Behaviors: A Cross-lagged, Actor-partner Interdependence Model [J]. Psychological Development and Education, 2025, 41(5): 652-662.
Viewed
Full text


Abstract

Cited
  Shared   
  Discussed   
No Suggested Reading articles found!
Copyright 2018 © Editorial office of Psychological Development and Education
Supported by Beijing Magtech Co.Ltd