Newborns establish memories that are difficult to recover later

[WORLD] A groundbreaking study has shown that infants as young as 12 months can form memories, challenging long-held beliefs about early childhood cognition. However, these memories often remain inaccessible as children grow older, shedding light on the phenomenon known as "infantile amnesia."

Infants Can Form Memories

For years, scientists believed that the hippocampus—the brain region responsible for memory—was too underdeveloped in infants to support memory formation. Recent research, however, has provided compelling evidence to the contrary.

In a study published in Science, researchers used functional magnetic resonance imaging (fMRI) to observe the brain activity of 26 infants aged 4 to 25 months. The infants were shown a series of images, and their brain responses were monitored. The results indicated that when the hippocampus was more active upon initial exposure to an image, the infants were more likely to recognize that image when presented again later. This suggests that the hippocampus can encode individual memories in infants, particularly those older than 12 months.

This finding builds on earlier behavioral studies showing that infants can remember how to complete tasks, such as activating a toy after seeing it demonstrated, even after several days. However, these behavioral indicators lacked the neuroimaging data now provided by the latest research, which allows scientists to directly link memory performance to specific brain activity. By combining both behavioral and neurological approaches, the study delivers a more comprehensive picture of memory capabilities in the first years of life.

The Mystery of Infantile Amnesia

Despite the ability to form memories, many adults cannot recall events from their early childhood, a phenomenon known as "infantile amnesia." The new findings imply that while infants can create memories, these may not be retained or may become inaccessible over time.

One hypothesis is that the rapid development of the infant brain, including the continuous formation of new neurons, may overwrite or disrupt early memories. Additionally, the lack of language skills and a coherent sense of self in early childhood might impede the consolidation and retrieval of memories.

Neuroscientists also suggest that memory retrieval may require cues that are linguistically or emotionally consistent with the original experience. Since infants experience the world through sensory and emotional impressions without the scaffolding of language, these early memories may not be easily accessed later when the brain relies more on verbal encoding. This theory offers one possible explanation for why adult recollections typically begin around age three or four, when language and narrative memory start to solidify.

In animal studies, similar memory patterns have been observed. For instance, research involving young rodents has demonstrated that while they can remember tasks shortly after learning them, those memories fade more rapidly than in adult rodents. These parallels offer further clues into the neurological roots of infantile amnesia and suggest that the phenomenon may be a fundamental aspect of mammalian brain development.

Implications for Early Childhood Development

Understanding how infants form and retain memories has significant implications for early childhood development. The study underscores the importance of early experiences in shaping cognitive and emotional growth. Parental interactions—such as talking, singing, and comforting—play a crucial role in fostering secure attachments, which are vital for healthy brain development.

Moreover, the research highlights the need for emotionally supportive environments and responsive caregiving to promote optimal development. These early interactions not only influence memory formation but also lay the foundation for lifelong learning and relational abilities.

Educational and healthcare professionals are beginning to incorporate findings like these into early intervention strategies. Programs aimed at enriching the sensory and emotional experiences of infants—especially those at risk of developmental delays—may be adjusted to maximize memory retention and cognitive engagement. This shift reflects a growing recognition that cognitive development begins far earlier than traditional schooling age.

Looking Ahead

The study opens new avenues for exploring the complexities of memory development in infancy. Future research aims to investigate how early memories might be accessed later in life and whether interventions can enhance memory retention in early childhood. Understanding the mechanisms behind infantile amnesia could lead to strategies that support cognitive development and address memory-related challenges from an early age.