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=== Adults ===
Memory tends to begin to fade as when enter and go through adulthood. Ane-Victoria Idland et al.,<ref name=":0">{{Cite journal|last1=Idland|first1=Ane-Victoria|last2=Sala-Llonch|first2=Roser|last3=Watne|first3=Leiv Otto|last4=Brækhus|first4=Anne|last5=Hansson|first5=Oskar|last6=Blennow|first6=Kaj|last7=Zetterberg|first7=Henrik|last8=Sørensen|first8=Øystein|last9=Walhovd|first9=Kristine Beate|last10=Wyller|first10=Torgeir Bruun|last11=Fjell|first11=Anders Martin|date=September 2020|title=Biomarker profiling beyond amyloid and tau: cerebrospinal fluid markers, hippocampal atrophy, and memory change in cognitively unimpaired older adults|journal=Neurobiology of Aging|language=en|volume=93|pages=1–15|doi=10.1016/j.neurobiolaging.2020.04.002|pmid=32438258|s2cid=215767584|doi-access=free}}</ref> investigated the biological factors that begin to form in a person's older life and examined biological markers that could help explain the decrease in memory. They focused on beta amyloid 1–42 (Aβ42), phosphorylated tau (P-tau), total tau, chitinase-3-like protein 1 (YKL-40), fatty acid binding protein 3 (FABP3), and neurofilament light (NFL),<ref name=":0" /> and their findings suggest that tauopathy and FABP3 tended to be associated with the most memory decline. As individuals age, the hippocampus appears to begin to lose its ability to make connections to life events and memory.<ref>{{Cite journal|last1=Dahan|first1=Lionel|last2=Rampon|first2=Claire|last3=Florian|first3=Cédrick|date=August 2020|title=Age-related memory decline, dysfunction of the hippocampus and therapeutic opportunities|journal=Progress in Neuro-Psychopharmacology and Biological Psychiatry|language=en|volume=102|pages=109943|doi=10.1016/j.pnpbp.2020.109943|pmid=32298784|s2cid=215753906|doi-access=free}}</ref>
==Episodic Memory==
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In early adolescence, children begin to use elaborative rehearsal meaning that items are not simply kept in mind but rather are processed more deeply. They also prefer to use memory strategies such as [[categorization]] rather than simple rehearsal, looking or naming and use these strategies without needing to think about memory strategies prior to learning.<ref name="justice" />
Consequently, it is crucial to acknowledge that a child's brain is constantly experiencing development from life adaptation.<ref name="Damon 2005 15–19">{{Cite journal|last=Damon|first=William|date=2005|title=Looking back, for a change: A story of directions in child and adolescent development|journal=New Directions for Child and Adolescent Development|volume=2005|issue=109|pages=15–19|doi=10.1002/cd.133|pmid=16342889|issn=1520-3247|doi-access=free}}</ref> Children need to be an environment that fortifies and encourages cognitive development in the beginning.<ref>{{Cite book|last=UNCTAD-ICTSD|date=2005-04-07|title=Resource Book on TRIPS and Development|doi=10.1017/cbo9780511511363|isbn=9780521850445}}</ref> However, in proportion too literature a child's mind is a remarkable mechanism that if a child has not been adequately given the optimal care and stimulation for brain development.<ref name="Damon 2005 15–19"/> A child can inverse the damage sustained in their early life and have an opportunity to develop.<ref name="Damon 2005 15–19"/>
==References==
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