東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Development of working memory in the...

Thomason, Moriah Elizabeth.

Linked to FindBook

Google Book

Amazon

博客來

Development of working memory in the child's brain: Evidence from functional magnetic resonance imaging.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Development of working memory in the child's brain: Evidence from functional magnetic resonance imaging./
Author:	Thomason, Moriah Elizabeth.
Description:	194 p.
Notes:	Adviser: John D. E. Gabrieli.
Contained By:	Dissertation Abstracts International67-09B.
Subject:	Biology, Neuroscience. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3235368
ISBN:	9780542896057

Development of working memory in the child's brain: Evidence from functional magnetic resonance imaging.
Thomason, Moriah Elizabeth.

Development of working memory in the child's brain: Evidence from functional magnetic resonance imaging. - 194 p.

Adviser: John D. E. Gabrieli.

Thesis (Ph.D.)--Stanford University, 2006.

The major goal of this research was to identify the neural correlates of working memory (WM) development in the human brain by comparing activations, as measured by functional magnetic resonance imaging (fMRI), between children (ages 7--12 years) and adults (ages 20--29 years). WM refers to mental resources supporting maintenance of goal-relevant information in mind, and it is known that WM is taxed by the amount of information kept in mind (WM load). We compared children and adults performing separate tests of verbal and spatial WM, while WM load was varied. Behaviorally, children made a greater number of errors than adults and the difference between groups grew as WM load increased for both verbal and spatial tasks. Consistent with hemispheric lateralization, children and adults demonstrated greater activation in the right hemisphere for spatial WM, and greater activation in the left hemisphere for verbal WM. The major difference between groups was that for both verbal and spatial WM maintenance, children failed to exhibit the same degree of increasing brain activation across WM loads. Thus, there were interactions between age and WM load in left and right inferior parietal cortex (BA 40), right superior parietal cortex (BA 40), left and right inferior frontal gyrus (BA 44,45), left medial frontal gyrus (BA 6), and left middle frontal gyrus (BA 46). The difference between children and adults remained large even when groups were equated for accuracy at different WM loads. Individual differences in WM accuracy were correlated with magnitude of fMRI response in children. Therefore, it appears that children are unable to marshal neural resources as well as adults in order to meet the demands of maintaining a large amount of information in WM. Additional studies were conducted to address the primary challenges of fMRI research in children. Those studies showed similar results in children and adults in the distribution and strength of fMRI signal response and also in participant views on the subjective experience of being scanned. Where results of these studies differed by group, additional methods for measuring and calibrating group differences in BOLD response were tested.

ISBN: 9780542896057Subjects--Topical Terms:

1017680
Biology, Neuroscience.

Development of working memory in the child's brain: Evidence from functional magnetic resonance imaging.
LDR:03164nam 2200301 a 45 001 967318
005 20110915
008 110915s2006 eng d
020 $a 9780542896057
035 $a (UMI)AAI3235368
035 $a AAI3235368
040 $a UMI $c UMI
100 1 $a Thomason, Moriah Elizabeth. $3 1291195
245 1 0 $a Development of working memory in the child's brain: Evidence from functional magnetic resonance imaging.
300 $a 194 p.
500 $a Adviser: John D. E. Gabrieli.
500 $a Source: Dissertation Abstracts International, Volume: 67-09, Section: B, page: 5438.
502 $a Thesis (Ph.D.)--Stanford University, 2006.
520 $a The major goal of this research was to identify the neural correlates of working memory (WM) development in the human brain by comparing activations, as measured by functional magnetic resonance imaging (fMRI), between children (ages 7--12 years) and adults (ages 20--29 years). WM refers to mental resources supporting maintenance of goal-relevant information in mind, and it is known that WM is taxed by the amount of information kept in mind (WM load). We compared children and adults performing separate tests of verbal and spatial WM, while WM load was varied. Behaviorally, children made a greater number of errors than adults and the difference between groups grew as WM load increased for both verbal and spatial tasks. Consistent with hemispheric lateralization, children and adults demonstrated greater activation in the right hemisphere for spatial WM, and greater activation in the left hemisphere for verbal WM. The major difference between groups was that for both verbal and spatial WM maintenance, children failed to exhibit the same degree of increasing brain activation across WM loads. Thus, there were interactions between age and WM load in left and right inferior parietal cortex (BA 40), right superior parietal cortex (BA 40), left and right inferior frontal gyrus (BA 44,45), left medial frontal gyrus (BA 6), and left middle frontal gyrus (BA 46). The difference between children and adults remained large even when groups were equated for accuracy at different WM loads. Individual differences in WM accuracy were correlated with magnitude of fMRI response in children. Therefore, it appears that children are unable to marshal neural resources as well as adults in order to meet the demands of maintaining a large amount of information in WM. Additional studies were conducted to address the primary challenges of fMRI research in children. Those studies showed similar results in children and adults in the distribution and strength of fMRI signal response and also in participant views on the subjective experience of being scanned. Where results of these studies differed by group, additional methods for measuring and calibrating group differences in BOLD response were tested.
590 $a School code: 0212.
650 4 $a Biology, Neuroscience. $3 1017680
650 4 $a Psychology, Cognitive. $3 1017810
650 4 $a Psychology, Developmental. $3 1017557
650 4 $a Psychology, Psychobiology. $3 1017821
690 $a 0317
690 $a 0349
690 $a 0620
690 $a 0633
710 2 0 $a Stanford University. $3 754827
773 0 $t Dissertation Abstracts International $g 67-09B.
790 $a 0212
790 1 0 $a Gabrieli, John D. E., $e advisor
791 $a Ph.D.
792 $a 2006
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3235368