Neural response to emotion related to narrative socialization of emotion in school-age girls.

Emotion is processed on multiple dimensions, both internal and external, and these dimensions interact over time and development. Socialization of emotion via parent-child conversations is well known to shape emotion processes, with greater parental elaboration supporting children's emotion knowledge, understanding, and regulation. However, it is unclear how the effects of socialization may extend to neural processing of emotion, which in turn relates to emotion behaviors.

Emotion effects on memory from childhood through adulthood: Consistent enhancement and adult gender differences.

Emotion typically enhances memory. This "canonical" emotional memory enhancement (EME) effect has been extensively studied in adults, but its developmental trajectory is unclear. The handful of developmental studies that have manipulated emotion at encoding and then tested subsequent memory have yielded mixed results.

Emotional arousal and memory after deep encoding.

Emotion often enhances long-term memory. One mechanism for this enhancement is heightened arousal during encoding. However, reducing arousal, via emotion regulation (ER) instructions, has not been associated with reduced memory.

Emotion regulation during the encoding of emotional stimuli: Effects on subsequent memory.

In the adult literature, emotional arousal is regarded as a source of the enhancing effect of emotion on subsequent memory. Here, we used behavioral and electrophysiological methods to examine the role of emotional arousal on subsequent memory in school-age children. Furthermore, we implemented a reappraisal instruction to manipulate (down-regulate) emotional arousal at encoding to examine the relation between emotional arousal and subsequent memory.

Development in the neurophysiology of emotion processing and memory in school-age children.

In the adult literature, emotional arousal is regarded as a source of the enhancing effect of emotion on subsequent memory. Here, we used behavioral, electrophysiological, and psychophysiological methods to examine the role of emotional arousal on subsequent memory in school-age children. Five- to 8-year-olds, divided into younger and older groups, viewed emotional scenes as EEG, heart rate, and respiration was recorded, and participated in a memory task 24 hours later where EEG and behavioral responses were recorded; participants provided subjective ratings of the scenes after the memory task.

The sustained effect of emotional signals on neural processing in 12-month-olds.

Around the end of the first year of life, infants develop a social referencing ability - using emotional information from others to guide their own behavior. Much research on social referencing has focused on changes in behavior in response to emotional information. The present study was an investigation of the changes in neural responses that underlie social referencing behavior, reflected in event-related potentials (ERPs).

Neuropsychological assessment of memory in preschoolers.

Memory is of fundamental importance for cognitive, social, and educational function, making it a target for neuropsychological assessment. The subject of this review is one particular type of memory, namely, episodic memory of unique events and experiences. Episodic memory allows for rapid, even one-trial learning of new information and retention of it for later retrieval.