Memory performance and beliefs as a function of goal setting and aging.

This research examined the impact of goals on memory and memory beliefs. Older and younger adults completed memory beliefs questionnaires and list recall at baseline. After additional recall trials, the questionnaires were repeated. In Experiment 1, participants were assigned to low challenge or high challenge goals. In Experiment 2, moderate challenge goals were compared to control. In both studies, participants were given a specific goal based on their own performance and received positive feedback for memory gains. Both older and younger adults responded to the goals, showing improved performance across trials, with little change in the control condition. Memory beliefs changed in the moderate and low challenge goal conditions, showing more striking changes for the older groups. These results confirmed that self-regulatory processes related to goal setting can have considerable impact on memory across the adult life span. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Memory and Goal Setting: The Response of Older and Younger Adults to Positive and Objective Feedback.

Earlier research suggested that goal setting for memory does not have the same advantages for older adults as for younger adults. Using ideal goal-setting conditions with individualized goals, the authors compared goals plus positive feedback, goals plus objective feedback, and control. Performance increased over trials and was higher for both goal conditions than for control. The positive feedback condition showed the highest goal commitment and motivation. Older adults showed strong performance gains and more motivation and goal commitment than the young. The results showed that older adults can benefit from goal setting under optimal learning and feedback conditions. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Adult age differences in the effects of goals on self-regulated sentence processing.

The authors examined age differences in adults' allocation of effort when reading text for either high levels of recall accuracy or high levels of efficiency. Participants read a series of sentences, making judgments of learning before recall. Older adults showed less sensitivity than the young to the accuracy goal in both reading time allocation and memory performance. Memory accuracy and differential allocation of effort to unlearned items were age equivalent, so age differences in goal adherence were not attributable to metacognitive factors. However, comparison with data from a control reading task without monitoring showed that learning gains among older adults across trial were reduced relative to those of the young by memory monitoring, suggesting that monitoring may be resource consuming for older learners. Age differences in the responsiveness to (information-acquisition) goals could be accounted for, in part, by independent contributions from working memory and memory self-efficacy. Our data suggest that both processing capacity ("what you have") and beliefs ("knowing you can do it") can contribute to individual differences in engaging resources ("what you do") to effectively learn novel content from text. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Do young and older adults rely on different processes in source memory tasks? A neuropsychological study.

Source memory has consistently been associated with prefrontal function in both normal and clinical populations. Nevertheless, the exact contribution of this brain region to source memory remains uncertain, and evidence suggests that processes used by young and older adults may differ. The authors explored the extent to which scores on composite measures of neuropsychological tests of frontal and medial temporal function differentially predicted the performance of young and older adults on source memory tasks. Results indicated that a frontal composite measure, consistently associated with source memory performance in older adults, was unrelated to source memory in young adults, although it was sensitive to a demanding working memory task. The memory composite score, however, predicted performance in the young group. In addition, item and source memory were correlated in young but not older people. Findings are discussed in terms of age-related differences in working memory and executive functions, and differential binding processes necessary for item and source memory. The requirement to integrate item and source information at encoding appears to place greater demands on executive or working memory processes in older adults than in younger adults. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Explicit and Implicit Stereotype Activation Effects on Memory: Do Age and Awareness Moderate the Impact of Priming?

Two studies examined the effects of implicit and explicit priming of aging stereotypes. Implicit primes had a significant effect on older adults' memory, with positive primes associated with greater recall than negative primes. With explicit primes, older adults were able to counteract the impact of negative stereotypes when the cues were relatively subtle, but blatant stereotype primes suppressed performance regardless of prime type. No priming effects under either presentation condition were obtained for younger adults, indicating that the observed implicit effects are specific to those for whom the stereotype is self-relevant. Findings emphasize the importance of social-situational factors in determining older adults' memory performance and contribute to the delineation of situations under which stereotypes are most influential. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Goal-directed memory: The role of cognitive control in older adults' emotional memory.

The present study revealed that older adults recruit cognitive control processes to strengthen positive and diminish negative information in memory. In Experiment 1, older adults engaged in more elaborative processing when retrieving positive memories than they did when retrieving negative memories. In Experiment 2, older adults who did well on tasks involving cognitive control were more likely than those doing poorly to favor positive pictures in memory. In Experiment 3, older adults who were distracted during memory encoding no longer favored positive over negative pictures in their later recall, revealing that older adults use cognitive resources to implement emotional goals during encoding. In contrast, younger adults showed no signs of using cognitive control to make their memories more positive, indicating that, for them, emotion regulation goals are not chronically activated. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Self-efficacy beliefs and change in cognitive performance: MacArthur studies on Successful Aging.

Data from a cohort of relatively high functioning, older men and women were used to test the hypothesis that stronger self-efficacy beliefs predict better maintenance of cognitive performance. Structural equation modeling revealed that stronger baseline instrumental efficacy beliefs predicted better verbal memory performance at follow-up among men but not among women, controlling for baseline verbal memory score and sociodemographic and health status characteristics. For both men and women there were no significant associations between either type of self-efficacy beliefs and measures of nonverbal memory, abstraction, or spatial ability. Consistent with previous research showing relationships between baseline cognitive performance and change in self-efficacy beliefs, better abstraction ability was also predictive of increases in instrumental efficacy beliefs among the men. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The relative success of a self-help and a group-based memory training program for older adults.

This study evaluates self-help and group-based memory training programs to test for their differential impact on memory beliefs and performance. Self-help participants used a manual that presented strategies for name, story, and list recall and practice exercises. Matched content from that same manual was presented by the trainer in 2-hr weekly group sessions for the group-based trainees. Relative to a wait-list control group, most memory measures showed significant gains for both self-help and group-based training, with no significant training condition differences, and these gains were maintained at follow-up. Belief measures showed that locus of control was significantly higher for the self-help and group-based training than the control group; memory self-efficacy significantly declined for controls, increased for group-trained participants, and remained constant in the self-help group. Self-efficacy change in a self-help group may require more opportunities for interacting with peers and/or an instructor emphasizing one’s potential for memory change. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Growth trajectories of exercise self-efficacy in older adults: Influence of measures and initial status.

Objective: This study examined differential trajectories of exercise-related self-efficacy beliefs across a 12-month randomized controlled exercise trial. Method: Previously inactive older adults (N = 144; M age = 66.5) were randomly assigned to one of two exercise conditions (walking, flexibility-toning-balance) and completed measures of barriers self-efficacy (BARSE), exercise self-efficacy (EXSE), and self-efficacy for walking (SEW) across a 12-month period. Changes in efficacy were examined according to efficacy type and interindividual differences. Latent growth curve modeling was employed to (a) examine average levels and change in each type of efficacy for the collapsed sample and by intervention condition and (b) explore subpopulations (i.e., latent classes) within the sample that differ in their baseline efficacy and trajectory. Results: Analyses revealed two negative trends in BARSE and EXSE at predicted transition points, in addition to a positive linear trend in SEW. Two subgroups with unique baseline efficacy and trajectory profiles were also identified. Conclusion: These results shed new light on the relationship between exercise and self-efficacy in older adults. They also highlight the need for strategies for increasing and maintaining efficacy within interventions, namely targeting participants who start with a disadvantage (lower efficacy) and integrating efficacy-boosting strategies for all participants prior to program end. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The effects of sad mood on memory in older adults: A test of the mood congruence effect.

Mood congruence effects have long been studied in younger adults. but not in older adults. Socioemotional selectivity theory (SST) suggests that mood congruence could operate differently in older adults. One hundred and nineteen younger and 78 older adults were randomly assigned to sad or neutral mood inductions, using combined Velten and music induction procedures. Results indicated that during sad mood induction both older and younger adults showed enhanced recall of sad words on delayed word list recall task and in autobiographical memory. However, only older adults displayed mood congruence effects on lexical ambiguity and lower recall of positive words in the word list task. Results provided partial support for developmental effects on mood congruence derived from SST. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Instructional manipulations and age differences in memory: Now you see them, now you don't.

The instructions for most explicit memory tests use language that emphasizes the memorial component of the task. This language may put older adults at a disadvantage relative to younger adults because older adults believe that their memories have deteriorated. Consequently, typical explicit memory tests may overestimate age-related decline in cognitive performance. In 2 experiments, age differences were obtained when the instructions emphasized the memory component of the task (memory emphasis) but not when the instructions did not emphasize memory (memory neutral). These findings suggest that aspects of the testing situation, such as experimental instructions, may exaggerate age differences in memory performance and need to be considered when designing studies investigating age differences in memory. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Memory self-efficacy and performance differences in young and old adults: The effect of mnemonic training.

We evaluated the hypothesis that mnemonic training would result in higher memory self-efficacy and better memory performance in young and old adults. Forty-eight young adults (17- to 19-year-olds) and 45 old adults (60- to 78-year-olds) received either training in the method of loci or no training and were given either performance feedback or no feedback on a serial-word recall task. Ss were tested at pre- and posttraining and were asked to rate their self-efficacy strength (SEST) and self-efficacy level (SEL) at each test session. Young adults recalled more than old adults and had higher self-efficacy scores. Training with feedback improved recall performance in both age groups but failed to increase SEST or SEL. When SEL scores were used to derive a measure of prediction inaccuracy, no age differences were observed. We conclude that efficacy expectations and attributions for memory performance may influence mnemonic training outcomes. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Perceived self-efficacy and everyday problem solving among young and older adults.

This research tested the hypothesis that age differences in both self-efficacy perceptions and problem-solving performance would vary as a function of the ecological relevance of problems to young and older adults. The authors developed novel everyday problem-solving stimuli that were ecologically representative of problems commonly confronted by young adults (young-adult problems), older adults (older adult problems), or both (common problems). Performance on an abstract problem solving task lacking in ecological representativeness (the Tower of Hanoi problem) also was examined. Although young persons had higher self-efficacy beliefs and performance levels on the Tower of Hanoi task problem and the young-adult problems, this pattern reversed in the domain of older adult problems, where the self-efficacy beliefs and performance of older persons exceeded those of the young. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Intraindividual coupling of daily stress and cognition.

Most psychological theories predict associations among processes that transpire within individuals. However, these theories are often tested by examining relationships at the between-persons (BP) rather than the within-persons (WP) level. The authors examined the WP and BP relationships between daily stress and daily variability in cognitive performance. Daily stress and cognitive performance were assessed on 6 occasions in 108 older adults and 68 young adults. WP variability in stress predicted WP variability in response times (RTs) on a 2-back working memory task in both younger and older adults. That is, RTs were slower on high-stress days compared with low-stress days. There was evidence of an amplified WP stress effect in the older adults on a serial attention task. There was no evidence of stress effects on simple versions of these tasks that placed minimal demands on working memory. These results are consistent with theories that postulate that stress-related cognitive interference competes for attentional resources. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Collaboration reduces the frequency of false memories in older and younger adults.

Older (mean age = 74.23) and younger (mean age = 33.50) participants recalled items from 6 briefly exposed household scenes either alone or with their spouses. Collaborative recall was compared with the pooled, nonredundant recall of spouses remembering alone (nominal groups). The authors examined hits, self-generated false memories, and false memories produced by another person's (actually a computer program's) misleading recollections. Older adults reported fewer hits and more self-generated false memories than younger adults. Relative to nominal groups, older and younger collaborating groups reported fewer hits and fewer self-generated false memories. Collaboration also reduced older people's computer-initiated false memories. The memory conversations in the collaborative groups were analyzed for evidence that collaboration inhibits the production of errors and/or promotes quality control processes that detect and eliminate errors. Only older adults inhibited the production of wrong answers, but both age groups eliminated errors during their discussions. The partners played an important role in helping rememberers discard false memories in older and younger couples. The results support the use of collaboration to reduce false recall in both younger and older adults. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The TNF-α-238G > A single-nucleotide polymorphism protects against memory decline in older adults with Type 2 diabetes.

Inflammatory markers predict memory dysfunction in elderly patients, but their contribution to memory deficits in adults with Type 2 diabetes mellitus (T2DM) is less well understood. The present study determined whether specific single-nucleotide polymorphisms in the promoter region of tumor necrosis factor-alpha (TNF-α) predict verbal memory in older patients with T2DM. Immediate and delayed verbal memory were assessed using word list and paragraph recall tests in a cohort of subjects with T2DM during 2 sessions, separated by 48 weeks. The presence of the TNF-α-238A allele, which has been shown to decrease gene expression, consistently predicted better baseline performance and protected against memory decline over a period of 48 weeks. Therefore, inflammatory mediators may be important modulators of memory function in individuals with T2DM. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effective cue utilization reduces memory errors in older adults.

When compared with younger adults, older adults typically manifest poorer episodic memory. One hypothesis for the episodic memory deficit is that older adults may not encode contextual information as well as younger adults. Alternatively, older adults may use contextual information at retrieval less effectively when compared with younger adults. If older adults encode context less well than younger adults, then manipulations that affect context should have little effect on memory performance. To evaluate these 2 hypotheses, the authors used manipulations that promoted effective contextual cue utilization at retrieval. Retention interval and instructions at retrieval were manipulated within the imagination inflation paradigm. Results suggest that older adults encode contextual cues useful in improving memory performance but have difficulty accessing and using those cues. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Differential Associations Between Entorhinal and Hippocampal Volumes and Memory Performance in Older Adults.

Magnetic resonance imaging-derived entorhinal and hippocampal volumes were measured in 14 nondemented, community-dwelling older adults. Participants were selected so that memory scores from 2 years prior to scanning varied widely but were not deficient relative to age-appropriate norms. A median split of these memory scores defined high-memory and low-memory groups. Verbal memory scores at the time of imaging were lower, and entorhinal and hippocampal volumes were smaller, in the low-memory group than in the high-memory group. Left entorhinal cortex volume showed the strongest correlation (r=.79) with immediate recall of word lists. Left hippocampal volume showed the strongest correlation (r=.57) with delayed paragraph recall. These results suggest that entorhinal and hippocampal volumes are related to individual differences in dissociable kinds of memory performance among healthy older adults. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Age-related variation in the influences of aging stereotypes on memory in adulthood.

Adults 24-86 years of age read positive or negative information about aging and memory prior to a memory test. The impact of this information on recall performance varied with age. Performance in the youngest and oldest participants was minimally affected by stereotype activation. Adults in their 60s exhibited weak effects consistent with the operation of stereotype threat, whereas middle-age adults exhibited a contrast effect in memory performance, suggestive of stereotype lift. Beliefs about aging and memory were also affected by stereotypic information, and older adults' changed beliefs were more important in predicting performance than was exposure to stereotype-based information alone. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The benefits and costs of repeated memory tests for young and older adults.

Repeated and prolonged searches of memory can lead to an increase in how much is recalled, but they can also lead to memory errors. These 3 experiments addressed the costs and benefits of repeated and prolonged memory tests for both young and older adults. Participants saw and imagined pictures of objects, some of which were physically or conceptually similar, and then took a series of repeated or prolonged recall tests. Both young and older adults recalled more on later tests than on earlier ones, though the increase was less marked for older adults. In addition, despite recalling less than did young adults, older adults made more similarity-based source misattributions (i.e., claiming an imagined item was seen if it was physically or conceptually similar to a seen item). Similar patterns of fewer benefits and more costs for older adults were seen on both free and forced recall tests and on timed and self-paced tests. Findings are interpreted in terms of age-related differences in binding processes. (PsycINFO Database Record (c) 2010 APA, all rights reserved)