Accelerated long-term forgetting has been studied and demonstrated in adults with epilepsy. In contrast, the question of long-term consolidation (delays > 1 day) in children with epilepsy shows conflicting results. However, childhood is a period of life in which the encoding and long-term storage of new words is essential for the development of knowledge and learning. The aim of this study was therefore to investigate long-term memory consolidation skills in children with self-limited epilepsy with centro-temporal spikes (SeLECTS), using a paradigm exploring new words encoding skills and their long-term consolidation over one-week delay. As lexical knowledge, working memory skills and executive/attentional skills has been shown to contribute to long-term memory/new word learning, we added standardized measures of oral language and executive/attentional functions to explore the involvement of these cognitive skills in new word encoding and consolidation. The results showed that children with SeLECTS needed more repetitions to encode new words, struggled to encode the phonological forms of words, and when they finally reached the level of the typically developing children, they retained what they had learned, but didn’t show improved recall skills after a one-week delay, unlike the control participants. Lexical knowledge, verbal working memory skills and phonological skills contributed to encoding and/or recall abilities, and interference sensitivity appeared to be associated with the number of phonological errors during the pseudoword encoding phase. These results are consistent with the functional model linking working memory, phonology and vocabulary in a fronto-temporo-parietal network. As SeLECTS involves perisylvian dysfunction, the associations between impaired sequence storage (phonological working memory), phonological representation storage and new word learning are not surprising. This dual impairment in both encoding and long-term consolidation may result in large learning gap between children with and without epilepsy. Whether these results indicate differences in the sleep-induced benefits required for long-term consolidation or differences in the benefits of retrieval practice between the epilepsy group and healthy children remains open. As lexical development is associated with academic achievement and comprehension, the impact of such deficits in learning new words is certainly detrimental.

中文翻译：

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中央颞区棘波自限性癫痫儿童新词的长期记忆巩固

已在成人癫痫患者中研究并证明了长期加速遗忘。相比之下，癫痫儿童的长期巩固（延迟> 1天）的问题显示出相互矛盾的结果。然而，童年是人生的一个阶段，新单词的编码和长期存储对于知识和学习的发展至关重要。因此，本研究的目的是调查患有中央颞区尖峰自限性癫痫（SeLECTS）儿童的长期记忆巩固技能，使用一种探索新单词编码技能及其在一周延迟内的长期巩固的范式。由于词汇知识、工作记忆技能和执行/注意力技能已被证明有助于长期记忆/新单词学习，我们添加了口语和执行/注意力功能的标准化测量，以探索这些认知技能在新单词中的参与编码和合并。结果显示，患有SeLECTS的儿童需要更多的重复来编码新单词，难以编码单词的语音形式，当他们最终达到正常发育儿童的水平时，他们保留了所学的内容，但没有表现出改善与对照组参与者不同，延迟一周后回忆技能。词汇知识、言语工作记忆技能和语音技能有助于编码和/或回忆能力，而干扰敏感性似乎与伪词编码阶段语音错误的数量有关。这些结果与额颞顶叶网络中连接工作记忆、语音和词汇的功能模型一致。由于 SeLECTS 涉及侧裂功能障碍​​，因此受损的序列存储（语音工作记忆）、语音表征存储和新词学习之间的关联并不令人惊讶。这种编码和长期巩固的双重障碍可能会导致患有和不患有癫痫的儿童之间存在巨大的学习差距。这些结果是否表明癫痫组和健康儿童之间长期巩固所需的睡眠带来的益处存在差异，或者检索练习的益处存在差异，这一点仍然悬而未决。由于词汇发展与学业成绩和理解力相关，因此学习新单词的这种缺陷的影响肯定是有害的。