Effects of depression on memory performance and metamemory in children.

Abstract

Memory and depression have been studied more extensively in adults than in children. The purpose of this study was to examine the effects of depression on memory performance and metamemory in children. Performance on automatic memory tasks (e.g., frequency of occurrence, cued recall, recognition), effortful memory tasks (e.g., immediate recall, delayed recall, learning), and a metamemory battery were examined in 21 nonmedicated, depressed (DSM-IIIR) children and 21 nondepressed controls (matched for age, gender, and Full Scale IQ). In addition, measures assessing effort attributions in learning, self-perception, and effortful motor behavior were included. Subjects were initially studied by Diagnostic Group (Depressed, Nondepressed), Age Group (9-10,11-12), and Gender (Male, Female). Next, subjects were divided into three groups based on depression severity (High Depressed, Low Depressed, Nondepressed). These groups were collapsed across Gender, resulting in an analysis of Severity Group by Age Group. No differences were found on automatic memory task performance when subjects were examined by Diagnostic Group or Severity Group. Significant differences were not observed on effortful memory tasks in the two group condition, however, Severity Group differences were found on the immediate recall task. High Depressed patients demonstrated performance deficits relative to Nondepressed and Low Depressed children. Depressed children performed more poorly overall on the metamemory battery when compared to nondepressed children. Further, severity of depression differentiated overall performance. Specific metamemory subtest differences were found between depressed and nondepressed subjects related to overestimation of memory abilities and reduced production of retrieval cues. Effort attributions related to positive and negative learning experiences did not differentiate the Diagnostic or Severity Groups. Self-perception measures revealed that depressed children have a negative view of their global self-worth, along with specific negative self-perceptions of scholastic competence, social acceptance, and behavioral conduct. No relationship was found between select motivational and memory variables within either Diagnostic Group. Performance on an effortful motor task was contrary to expectation. Depressed children sustained their average half-maximal grip strength longer than nondepressed children. Overall results are discussed in terms of relationship to adult depression and implications for treatment interventions.