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Recall Memory in Children with Down Syndrome and Typically Developing Peers Matched on Developmental Age bs_bs_banner Journal of Intellectual Disability Research doi: 10.1111/jir.12242 89 VOLUME 60 PART 1 pp 89–100 JANUARY 2016 Recall memory in children with Down syndrome and typically developing peers matched on developmental age H. Milojevich & A. Lukowski Psychology and Social Behavior, University of California, Irvine, Irvine, CA, USA Abstract considering memory for temporal order information, such that TD children evidenced recall relative to Background Whereas research has indicated that novel control sequences, whereas children with DS children with Down syndrome (DS) imitate did not. demonstrated actions over short delays, it is presently Conclusions These findings suggest that children unknown whether children with DS recall with DS may have difficulty with mnemonic processes information over lengthy delays at levels comparable associated with consolidation/storage and/or retrieval with typically developing (TD) children matched on processes relative to TD children. developmental age. Method In the present research, 10 children with DS Keywords Down syndrome, recall memory and 10 TD children participated in a two-session study to examine basic processes associated with hippocampus-dependent recall memory. At the first Children with developmental disabilities must be able session, the researcher demonstrated how to complete to successfully encode and retain information over the a three-step action sequence with novel stimuli; im- long term in order to realise and maintain the benefits mediate imitation was permitted as an index of of imposed education and intervention programmes. encoding. At the second session, recall memory was Whereas research has indicated that children with assessed for previously modelled sequences; children Down syndrome (DS) imitated demonstrated actions were also presented with two novel three-step control over short delays (Rast & Meltzoff 1995; Cupples & sequences. Iacono 2002; Kennedy & Flynn 2003; Feeley et al. Results The results indicated that group differences 2011; Roberts & Richmond 2015), it is presently were not apparent in the encoding of the events or the unknown whether children with DS recall forgetting of information over time. Group information over lengthy delays at levels comparable differences were also not observed when considering with those of typically developing (TD) children the recall of individual target actions at the 1-month matched on developmental age (DA). The present delay, although TD children produced more target study was conducted to examine whether children actions overall at the second session relative to chil- with DS differed from TD peers matched on DA dren with DS. Group differences were found when when considering the encoding and retention of information over a 1-month delay. Down syndrome is a chromosomal disorder Correspondence: Prof Angela Lukowski, Psychology and Social characterised by extra chromosomal material on the Behavior, University of California, Irvine, 4201 Social and Behavioral 21 1997 6000 Sciences Gateway, Irvine, California 92617, USA (e-mail: angela. st pair (Selikowitz ); approximately [email protected]). infants with DS are born per year in the USA (Parker © 2015 MENCAP and International Association of the Scientific Study of Intellectual and Developmental Disabilities and John Wiley & Sons Ltd Journal of Intellectual Disability Research VOLUME 60 PART 1 JANUARY 2016 90 • Recall memory and Down syndrome et al. 2010). Although DS results from three different Extensive research has been conducted to establish genotypes that result in phenotypic variation, one of that the elicited imitation procedure assesses the central features of DS is intellectual impairment hippocampus-dependent declarative or explicit (Selikowitz 1997). Children with DS experience memory (Mandler 1990; Meltzoff 1990; Bauer 1996; numerous cognitive challenges relative to TD Bauer 2002; Bauer 2007). Three relevant arguments children, including reduced IQ and issues with are provided here. First, children verbally describe receptive and expressive language (Abbeduto et al. events that they previously experienced in imitation 2001; Laws & Bishop 2003). These cognitive deficits procedures once they gain access to language (Bauer are associated with structural and functional et al. 2002). Evidence of later verbal accessibility neuroanatomical abnormalities. For example, suggests that the type of memory under investigation children and young adults with DS have reduced is declarative or explicit, as non-declarative or implicit brain volume relative to age-matched and sex- memories cannot be expressed verbally. Second, matched controls (Pinter et al. 2001), with area- individuals who have temporal lobe damage show specific reductions found in the cerebellum as well as deficits on age-appropriate imitation tasks frontal and temporal regions (Jernigan et al. 1993). (McDonough et al. 1995; Adlam et al. 2005) relative Pinter et al.(2001) suggest that these to control participants and individuals with frontal neuroanatomical differences likely result from lobe damage (McDonough et al. 1995). Impaired atypical–developmental processes during fetal or early performance by individuals with damage to medial postnatal development. As evidence of this, previous temporal lobe structures also indicates that the research has revealed differences in hippocampal cell elicited imitation paradigm assesses declarative or proliferation during gestation (Guidi et al. 2008) and explicit memory (Squire & Zola-Morgan 1991). in hippocampal volumes during childhood as Third, whereas the sequence materials may serve to indicated by functional magnetic resonance imaging cue memory for the demonstrated target actions, they (Pinter et al. 2001). These early differences in do not cue the temporal order in which the actions hippocampal morphology likely contribute to should be reproduced (Mandler 1990). As such, observable deficits in learning and memory in infancy temporal order information must be encoded during and early childhood. sequence demonstration and maintained over time. The present research was conducted to examine For these reasons, the elicited imitation procedure is hippocampus-mediated recall memory performance commonly accepted as the gold standard for studying at encoding and after a 1-month delay in children with the development of hippocampus-dependent recall DS relative to TD children matched on DA. We memory in infancy and early childhood. chose to assess recall memory performance using an Studies of the development of recall memory have elicited imitation paradigm that has been extensively revealed that the ability to remember information over employed to study the emergence and development of the long term emerges around 6 months of age and recall memory early in life. In the version of the continues to develop thereafter. For example, after procedure developed by Bauer (Bauer et al. 2007; multiple experiences to to-be-remembered Lukowski & Bauer 2014), children are presented with information, 6-month-old infants remember one out novel three-dimensional stimuli for a child-controlled of three demonstrated target actions after a 24-h delay baseline period. A researcher then demonstrates how (Barr et al. 1996; Collie & Hayne 1999), whereas 9- to perform a sequence of actions with the materials. month-old infants remember the target actions of Children are permitted to imitate the actions two-step event sequences for 1 month. Even when immediately after the demonstration as an index of multiple exposures are permitted, however, 9-month- encoding and/or after delays ranging from minutes to old infants experience difficulty retaining temporal months as an index of long-term recall. The data are order information: work conducted with three reduced to determine whether the child performed independent samples has revealed that only the demonstrated target actions and whether the approximately 50% of infants reproduced at least one completed actions were produced in the correct two-step event sequence in the correct temporal order temporal order (for additional information, see Bauer after 1 month (Carver & Bauer 1999; Bauer et al. et al. 2007). 2001; Carver & Bauer 2001). Memory becomes more © 2015 MENCAP and International Association of the Scientific Study of Intellectual and Developmental Disabilities and John Wiley & Sons Ltd Journal of Intellectual Disability Research VOLUME 60 PART 1 JANUARY 2016 91 • Recall memory and Down syndrome robust in the second year of life, such that 13-month- practically important, as education and intervention old infants remember target actions and order programmes for children with DS require that information for up to 6 months (Bauer et al. 2000; see children encode the presented information and also Meltzoff 1995). Twenty-month-old infants recall remember what is taught over extended delays. In the individual target actions and pairs of actions over present study, we assessed recall memory using an delays up to 12 months after when permitted multiple elicited imitation paradigm given that imitation and exposures to multi-step event sequences (Bauer et al. social learning abilities are strengths of children with 2000). Even when only one demonstration is allowed, DS (Rast & Meltzoff 1995; Libby et al. 1997; Dykens however, 20-month-old infants remember individual & Hodapp 2001; Wright et al. 2006; Roberts & target actions and their order for 1 month (Bauer & Richmond 2015). Based on previous research, we Leventon 2013). Bauer suggests that advances
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