Aging and associative binding in contingency learning (original) (raw)
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Implicit associative memory remains intact with age and extends to target-distractor pairs
Aging, Neuropsychology, and Cognition
Past research has shown that older adults' reduced inhibitory control causes them to hyper-bind, or form erroneous associations between task-relevant and-irrelevant information. In the current study, we aimed to extend hyper-binding to a novel, implicit memory paradigm. In two experiments, participants viewed pictures of objects superimposed with text and their task was to make speeded categorization judgments about the objects. The encoding phase contained three blocks that varied the potential for binding: no-binding, some-binding, and full-binding. During the no/some-binding blocks, participants decided if the pictured object alone could fit inside a common desk drawer while ignoring the superimposed text. In the no-binding block, the text was a nonword; in the some-binding block, it was an object word. During the full-binding block, participants attended to both the picture and word and decided if both items could fit inside a drawer together. After a delay, participants completed the test phase during which they viewed intact and rearranged pairs from the three encoding blocks and decided if both items could fit in a drawer together. In both experiments, older adults responded faster to intact than rearranged pairs from both the some-and full-binding blocks, suggesting that they had learned both targettarget and target-distractor pairs. Young adults showed no difference in RTs to pairs from either block. These findings suggest that the binding mechanism itself is spared with age; what declines instead is inhibitory control, which serves to limit attention, and ergo binding, to task-relevant information. iii Acknowledgements I would like to thank Dr. Campbell for her constant support and mentorship over the last two years. I have become a much better researcher because of her knowledge, expertise, and the time that she dedicates to her graduate students. I am thankful every day that I was able to complete my degree in her lab. Thank you to my committee members Dr. Emrich and Dr. Mahy for their invaluable insight and support. I would like to thank Sarah Henderson for being an amazing teammate and a sounding board. I could not have asked for a better office-mate and friend to enjoy the highs and lows of graduate school with. I could not imagine the next four years of my Ph.D. without her partnership (and "sad" afternoon muffins). This research could not have been done without Amy Holliday who poured hours of her time into calling older adults, training research assistants, and going above and beyond her responsibilities to help with this project. Finally, thank you to all members of Campbell's Neurocognitive Aging lab, extended BUCAN Lab, and the Face Perception Lab, who all piloted experiments, helped with programming, tested participants, searched for older adults in parking lots, made fresh coffee in the morning, and shared intel on free food from 600F.
Do performance strategies mediate age-related differences in associative learning?
Psychology and Aging, 1997
Associative learning is a basic component of most learning tasks and has been shown to decline with age. The authors examined associative learning for younger and older adults by using a nounpair task. Interim testing and prior practice on a similar task were the manipulated variables. Participants were encouraged to use an efficient retrieval strategy. Interim tests provided the motivation to learn the information, whereas prior practice on a similar task was presumed to make the task easier. The authors examined these variables both independently and interactively. For younger adults, performance benefited little from prior practice but did benefit from interim testing. For older adults, interim tests were beneficial for development of a retrieval strategy irrespective of prior training. Prior training proved beneficial for development of a retrieval strategy in the absence of interim tests. Thus, task parameters influenced the performance strategy (and learning), especially of older adults.
Aging, Neuropsychology, and Cognition, 2007
Two experiments examined the puzzling variation in the age-related patterns for eventbased prospective memory tasks. Both experiments involved a famous faces ongoing task with a feature of the famous face as the target for the prospective memory task. In Experiment 1, a substantial age deficit was found on the prospective memory task when the cue was nonfocal (wearing glasses) to the ongoing task, replicating previous research, but this deficit was significantly reduced with a focal cue (first name John). In Experiment 2, the prospective memory cue (wearing glasses) was held constant and the demands of the ongoing task of naming faces were varied. The substantial age differences found with a nonfocal cue were eliminated when the ongoing task was made less challenging. The findings help reconcile the divergent age-related findings reported in the literature.
Developmental Psychology, 2013
Prospective memory performance shows a decline in late adulthood. The present article examines the role of 3 main executive function facets (i.e., shifting, updating, and inhibition) as possible developmental mechanisms associated with these age effects. One hundred seventy-five young and 110 older adults performed a battery of cognitive tests including measures of prospective memory, shifting, updating, inhibition, working memory, and speed. Age effects were confirmed in prospective memory and also obtained in shifting, updating, and inhibition. Yet, facets of executive control differently predicted prospective memory performance: While inhibition and shifting were strong predictors of prospective memory performance and also explained age differences in prospective memory, updating was not related to prospective memory performance across adulthood. Furthermore, considering executive function measures increased the amount of explained variance in prospective remembering and reduced the influence of speed. Working memory was not revealed to serve as a significant predictor of prospective memory performance in the present study. These findings clarify the role of different facets of controlled attention on age effects in prospective memory and bear important conceptual implications: Results suggest that some but not all facets of executive functioning are important developmental mechanisms of prospective memory across adulthood beyond working memory and speed. Specifically, inhibition and shifting appear to be essential aspects of cognitive control involved in age-related prospective memory performance.
Inhibitory control over no-longer-relevant information: Adult age differences
Memory & Cognition, 1997
Hartman and Hasher (1991) used a garden-path task in which younger and older adults generated the final word for each of a series of high-cloze sentences. Under instructions to remember the final word, the experiment included critical sentences for which the generated word was replaced by a new, to-be-remembered target. Using an implicit priming task, the first experiment replicated a basic finding: Youngeradults showed priming only for the target words, whereas older adults showed priming for both the generated and target words. Two experiments explored boundary conditions. One showed that an additional sentence that interpreted the new target word enabled older adults to narrow access to only the target word. The provision of additional time following the introduction of the new target word did not. Specific information, not more time, is required for inefficient inhibitory mechanisms to clear the recent past from memory.
Literature Review, Georgia Institute of Technology, Atlanta, GA, USA, 2018
Memory decline in old age is highly noticeable based on tasks assessing episodic memory, which require remembering information about events at specific times and places. The exact cognitive mechanism that accounts for this prominent age-related decline in episodic memory has not been well-understood, and the multitude of mechanisms that were proposed have drawn a credible amount of research and discussions. The current review focuses on the associative deficit hypothesis (ADH) - originally proposed by Naveh-Benjamin and colleagues - that was suggested to form the basis of age-related declines in episodic memories. According to the ADH, older adults’ poorer episodic memory is attributed to the difficulties they experience in formulating relations or links between single units of information (i.e., items or contextual elements), binding them together into a coherent distinctive unit, and retrieving the links between the component features/units whenever necessary [COPYRIGHT CC-BY-NC-ND 4.0, J. Y. ZHONG 2018, GEORGIA INSTITUTE OF TECHNOLOGY].
Age-related deficits in associative memory: The influence of impaired strategic retrieval
Psychology and Aging, 2008
In 2 experiments, the authors investigated whether impaired strategic retrieval processes contribute to the age-related deficit in associative memory. To do so, they compared older and younger adults on measures of associative memory that place high demands on retrieval processes (associative identification and recall-to-reject) to measures that place low demands on such processes (associative reinstatement and recall-to-accept). Results showed that older adults were severely impaired on associative identification and recall-to-reject measures; relatively intact on recall-to-accept measures, unless recollection was prominent; and intact on associative reinstatement measures. Together, these findings suggest that impairment in strategic retrieval accounts for older adults' deficits in memory for associative information and that this deficit, above and beyond poor binding of items, leads to and amplifies an impairment in overall recollection.
Associative-memory deficit as a function of age and stimuli serial position
PLOS ONE
Studies have shown associative-memory decline in aging. While the literature is inconclusive regarding the source of the deficit, some researchers argue that it is caused by impaired encoding and maintenance processes in working-memory (WM). Successful retrieval of a stimulus depends on its sequential presentation in the learning list: stimuli at the beginning or the end of the learning list benefit from higher retrieval probability. These effects are known as “primacy” and “recency” effects, respectively. In the case of the primacy-effect, stimuli at early list positions benefit from extensive rehearsal that results in enhanced consolidation and trace in long-term memory (LTM). In the case of the recency-effect, target stimuli at later serial positions are still maintained in WM and can therefore be effortlessly retrieved. Considering these effects could shed light on the involvement of WM in associative-binding. Both behavioral and neuroimaging researchers have studied associative...