Differential age-related processing limitations in recall and recognition tasks.

The degree to which processing resources are responsible for age differences in performance on recall and recognition tasks was examined in this study. To examine this, a secondary task incorporating a memory component (digit preloads) was implemented during retrieval. Results revealed that older adults, relative to younger adults, exhibited greater decrements in secondary task performance as the difficulty of the secondary task increased. These age differences were greater in the recall task than in the recognition task. Hierarchical regression analyses indicated that speed accounted for the largest proportion of age-related variance in the recall task while both speed and working memory contributed to much of the secondary task variance. Results confirm the hypothesis that recall requires greater processing capacity than recognition and that older adults have greater processing-capacity limitations than younger adults. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Orienting tasks as moderators of narrative and expository text recall in adulthood.

Incidental narrative and expository prose memory of 60 older adults (mean age 71.6 yrs) and 60 younger adults (mean age 23.6 yrs) was assessed following orienting tasks that emphasized either relational (sentence scrambling) or individual proposition (letter deletion) information or following a control condition. Orienting tasks were done capably, but older adults took longer and made more errors on the letter-deletion task than did younger adults. Age differences in recall were observed consistently for expository texts, but for narrative texts, age differences in recall were observed only when letters were deleted. If orienting tasks overtax older adults' processing resources or emphasize shallow information, recall gains may be minimal. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Memory for emotional trait adjectives in clinically depressed youth

An experiment was conducted to examine memory for emotional trait adjectives in depressed children and adolescents. Two groups of children and adolescents, clinically depressed participants and non-clinical controls, were compared on computerized versions of recall and recognition memory tasks. Three groups of words (positive trait adjectives, negative trait adjectives, and categorized neutral words) were used in the experiment. Results showed that the depressed group recalled significantly more negative adjectives than positive adjectives, whereas the control group recalled the same number of positive and negative adjectives. This effect was predicted by the association between age and level of depression, with the depression-related bias becoming stronger with age. Signal detection analysis revealed that the depressed group did not show any bias in the recognition task. The findings are discussed with respect to cognitive theories of depression with consideration of the developmental implications.     

The influence of apoe status on episodic and semantic memory: Data from a population-based study.

In a prospective cohort study, the authors demonstrated a more pronounced ε4-related deficit for participants 70 years of age and older in tasks assessing episodic recall. Apolipoprotein E (APOE) and age interacted for episodic memory tasks, whereas the interaction for semantic memory tasks was between APOE and test wave. Heterozygotes of ε4 between middle-age and young-old participants performed at a higher level than noncarriers of this allele in recall tasks. A dose effect was found such that carriers of 2 ε4 alleles failed more profoundly in acquiring and recollecting episodic information than carriers of 1 ε4 allele, who in turn failed more than carriers of non-ε4 alleles. The pattern of findings observed for older ε4 carriers suggests that these individuals have particular difficulty when the executive task demands are high. Several factors (e.g., smaller hippocampal volumes, less effective neural repair mechanisms) may account for these findings. On the basis of the data obtained, the authors argue that analyses of the effect of specific genes in cognition should be accompanied by assessment of performance at a specific level, with due attention to the individual's age. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Verbal and visuospatial recall by younger and older subjects: Use of matched tasks.

In this study, 18 older (over age 65, M?=?75.61 years) and 18 younger (below age 40 and over age 17, M?=?26.44 years) healthy volunteers were tested on verbal and visuospatial recall. Tasks were matched on discriminating power. Older Ss performed worse than younger Ss on both tasks. The older Ss also showed a larger deficit in visuospatial than in verbal recall, relative to the younger Ss. These results are consistent with the theory of aging according to which verbal tasks are more resistant to deterioration than are nonverbal tasks. A psychological explanation based on lifetime experience with verbal material is preferred over the physiological explanation advocating faster aging of the right hemisphere. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The low-frequency encoding disadvantage: Word frequency affects processing demands.

Low-frequency words produce more hits and fewer false alarms than high-frequency words in a recognition task. The low-frequency hit rate advantage has sometimes been attributed to processes that operate during the recognition test (e.g., L. M. Reder et al., 2000). When tasks other than recognition, such as recall, cued recall, or associative recognition, are used, the effects seem to contradict a low-frequency advantage in memory. Four experiments are presented to support the claim that in addition to the advantage of low-frequency words at retrieval, there is a low-frequency disadvantage during encoding. That is, low-frequency words require more processing resources to be encoded episodically than high-frequency words. Under encoding conditions in which processing resources are limited, low-frequency words show a larger decrement in recognition than high-frequency words. Also, studying items (pictures and words of varying frequencies) along with low-frequency words reduces performance for those stimuli. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Episodic memory functioning in a community-based sample of old adults with major depression: Utilization of cognitive support.

Community-based samples of old adults with current major depression (n?=?17; mean age 83.29 yrs) and healthy old adults (n?=?51; mean age 83.29 yrs) were examined on a variety of episodic recall and recognition tasks. Results indicate depression-related deficits in recall that were reduced but not eliminated, in recognition. Control Ss were able to utilize cognitive support in the form of more study time and item organizability in free recall, whereas depressed Ss were not. However, both groups showed equal gains from the provision of category cues and beneficial effects of prior knowledge and more study time in recognition. Results suggest that depression results in deficits in effortful, elaborate processes at encoding and retrieval and that old age depression is associated with a reduced ability to utilize cognitive support to improve episodic memory. Depressed older adults appear to require cognitive support at both encoding and retrieval to demonstrate memory facilitation. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

How many memory systems? Evidence from aging.

The present research tested Tulving's (1985) ternary memory theory. Young (ages 19–32) and older (ages 63–80) adults were given procedural, semantic, and episodic memory tasks. Repetition, lag, and codability were manipulated in a picture-naming task, followed by incidental memory tests. Relative to young adults, older adults exhibited lower levels of recall and recognition, but these episodic measures increased similarly as a function of lag and repetition in both age groups. No age-related deficits emerged in either semantic memory (vocabulary, latency slopes, naming errors and tip-of-the-tongue responses) or procedural memory (repetition priming magnitude and rate of decline). In addition to the age by memory task dissociations, the manipulation of codability produced slower naming latencies and more naming errors (semantic memory), yet promoted better recall and recognition (episodic memory). Finally, a factor analysis of 11 memory measures revealed three distinct factors, providing additional support for a tripartite memory model. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

What is memory aging the aging of?

Tested 64 males and females in their 20s and 60s, with high school and doctoral-level educations, on a variety of memory tasks. There were sizable age decrements in word recall and recognition independent of education. Age differences in the pattern of performance on incidental and intentional recall and recognition tests and in semantic elaboration suggested that older Ss suffer from associative processing production deficiencies and inefficiencies. No age differences in number of overt free associations, responses on the memory questionnaire, study time, reported strategy use, accuracy at memory prediction, accuracy at confidence rating, intrusions in recall, or response criterion in recognition suggested that age differences in word memory were not related to amount of semantic processing, knowledge about memory, inclination to strategically engage in activities to enhance retention, memory monitoring, or memory selection or decision. There were age increments in fact recall and recognition, also independent of education. These trends may have been related to age differences in preexperimental familiarity with materials, but also suggested limitations in the generalizability of findings from typical laboratory tasks. There were weak but positive relations between poor memory and both poor health and acceptance of "aging" roles. (39 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Recognition memory measures yield disproportionate effects of aging on learning face-name associations.

No previous research has tested whether the specific age-related deficit in learning face-name associations that has been identified using recall tasks also occurs for recognition memory measures. Young and older participants saw pictures of unfamiliar people with a name and an occupation for each person, and were tested on a matching (in Experiment 1) or multiple-choice (in Experiment 2) recognition memory test. For both recognition measures, the pattern of effects was the same as that obtained using a recall measure: More face-occupation associations were remembered than face-name associations, young adults remembered more associated information than older adults overall, and older adults had disproportionately poorer memory for face-name associations. Findings implicate age-related difficulty in forming and retrieving the association between the face and the name as the primary cause of obtained deficits in previous name learning studies. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Memory aging as a general phenomenon: Episodic recall of older adults is a function of episodic recall of young adults.

The focus of this study was on the relationship between young and older adults' performance on tasks of deliberate recall from episodic memory. A meta-analysis on 91 relevant studies (comprising a total of 154 conditions) was conducted. It was found that 83% of the variance in older adults' recall probability was accounted for by a quadratic function using young adults' recall probabilities as predictors. No significant interaction with age of older adults was found. Interaction with task type was, however, significant, resulting in separate functions for list recall, prose recall, and paired-associate recall. Results point at the importance of the main effect of age in studies on memory aging. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Effects of aging and IQ on item and associative memory.

The effects of aging and IQ on performance were examined in 4 memory tasks: item recognition, associative recognition, cued recall, and free recall. For item and associative recognition, accuracy and the response time (RT) distributions for correct and error responses were explained by Ratcliff's (1978) diffusion model at the level of individual participants. The values of the components of processing identified by the model for the recognition tasks, as well as accuracy for cued and free recall, were compared across levels of IQ (ranging from 85 to 140) and age (college age, 60–74 years old, and 75–90 years old). IQ had large effects on drift rate in recognition and recall performance, except for the oldest participants with some measures near floor. Drift rates in the recognition tasks, accuracy in recall, and IQ all correlated strongly. However, there was a small decline in drift rates for item recognition and a large decline for associative recognition and cued recall accuracy (70%). In contrast, there were large effects of age on boundary separation and nondecision time (which correlated across tasks) but small effects of IQ. The implications of these results for single- and dual-process models of item recognition are discussed, and it is concluded that models that deal with both RTs and accuracy are subject to many more constraints than are models that deal with only one of these measures. Overall, the results of the study show a complicated but interpretable pattern of interactions that present important targets for modeling. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Direct and indirect tests of memory for category exemplars in young and older adults.

Young and older adults were compared on direct (cued recall) and indirect (exemplar generation) tests of memory for category members. Because category names served as cues in both tasks, amount of retrieval support was constant across tasks. Although older adults produced fewer category members in cued recall, priming of category exemplars in the generation task did not vary with age. These results suggest that age constancy in priming tasks does not depend on physical similarity between study materials and retrieval cues provided at test and point to the importance of deliberate recollection as a factor in determining the extent of age differences in memory. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Aging and emotional memory: The forgettable nature of negative images for older adults.

Two studies examined age differences in recall and recognition memory for positive, negative, and neutral stimuli. In Study 1, younger, middle-aged, and older adults were shown images on a computer screen and, after a distraction task, were asked first to recall as many as they could and then to identify previously shown images from a set of old and new ones. The relative number of negative images compared with positive and neutral images recalled decreased with each successively older age group. Recognition memory showed a similar decrease with age in the relative memory advantage for negative pictures. In Study 2, the largest age differences in recall and recognition accuracy were also for the negative images. Findings are consistent with socioemotional selectivity theory, which posits greater investment in emotion regulation with age. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Are the memories of older adults positively biased?

There is disagreement in the literature about whether a "positivity effect" in memory performance exists in older adults. To assess the generalizability of the effect, the authors examined memory for autobiographical, picture, and word information in a group of younger (17-29 years old) and older (60-84 years old) adults. For the autobiographical memory task, the authors asked participants to produce 4 positive, 4 negative, and 4 neutral recent autobiographical memories and to recall these a week later. For the picture and word tasks, participants studied photos or words of different valences (positive, negative, neutral) and later remembered them on a free-recall test. The authors found significant correlations in memory performance, across task material, for recall of both positive and neutral valence autobiographical events, pictures, and words. When the authors examined accurate memories, they failed to find consistent evidence, across the different types of material, of a positivity effect in either age group. However, the false memory findings offer more consistent support for a positivity effect in older adults. During recall of all 3 types of material, older participants recalled more false positive than false negative memories. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of age on state of awareness following implicit and explicit word-association tasks.

Younger and older participants did word-association tasks after implicit and explicit instructions and a read-generate study manipulation. No age differences were shown in the implicit version of the test. A generation effect for both age groups suggested that word-association priming can be classified as a conceptually driven task and a new task at which older adults show a relatively preserved memory function. However, the younger group did better on the explicit test in the generate condition. Participants were asked to examine their implicitly produced responses to make them accessible to conscious retrieval. Remember (R) and Know (K) measures of conscious awareness were applied to both postimplicit and postexplicit word-association responses. Age and awareness showed opposite effects in postimplicit retrieval. Younger participants tended to make more R responses than did the older adults, and K responses did not vary with age, but the older group was unaware of more primed items as study list members. Age differences were also shown in R but not in K responses after word-association cued recall. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Aging, exercise, and attention.

Investigated the relationship among aging, attentional processes, and exercise in 2 experiments. First, age differences were examined on 2 attentional tasks: a time-sharing task and an attentional flexibility task. Young adults alternated attention between 2 sequenced tasks more rapidly and time-shared the processing of 2 tasks more efficiently than older adults. Then the effect of aerobic exercise was investigated on the same 2 attentional tasks in older adults. Following the 10-wk exercise program, older exercisers showed substantially more improvement in alternation speed and time-sharing efficiency than older controls. Interestingly, this exercise effect was specific to dual-task processing. Both groups of Ss showed equivalent effects on single-task performance. These results indicate that aerobic exercise can exert a beneficial influence on the efficiency of at least 2 different attentional processes in older adults. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Implicit and explicit memory in young and older adults.

In three experiments, young and older adults were compared on both implicit and explicit memory tasks. The size of repetition priming effects in word completion and in perceptual identification tasks did not differ reliably across ages. However, age-related decrements in performance were obtained in free recall, cued recall, and recognition. These results, similar to those observed in amnesics, suggest that older adults are impaired on tasks which require conscious recollection but that memory which depends on automatic activation processes is relatively unaffected by age. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of aging and task difficulty on divided attention performance.

We report two experiments that compare the performance of young and older adults on perceptual-motor tasks involving division of attention. Previous studies have shown older people to be especially penalized by divided attention situations, but the generality of this finding was recently challenged by Somberg and Salthouse (1982). The present study was conducted to investigate the possibility that age differences in dual-task performance are amplified by an increase in the difficulty of the constituent tasks, where difficulty was manipulated by varying the central, cognitive nature of the tasks (Experiment 1) or the degree of choice involved (Experiment 2). With the present tasks, strong evidence was found for an age-related decrement in divided attention performance. Contrary to our original expectations, however, it does not seem that division of attention presents some especial difficulty to older people. Rather, division of attention is one of several equivalent ways to increase overall task complexity. In turn, age differences are exaggerated as tasks are made more complex. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Recall and recognition free learning in schizophrenics.

Administered recall and recognition learning tasks to 30 schizophrenic and 30 nonschizophrenic psychiatric inpatients. The schizophrenics were inferior to the nonschizophrenics in the number of correct items reproduced on the recall tests, but the 2 groups did not differ significantly in the number of correct items identified on the recognition tests. The schizophrenics made more intrusion errors on both the tests of recall and recognition. Compared to the nonschizophrenics, the schizophrenics' intrusion errors were more marked on the recall than on the recognition tests: the Groups * Tasks interaction was significant. Results are related to a theory of overinclusion in schizophrenia, developed to account for schizophrenic deficits in a communication task. (PsycINFO Database Record (c) 2010 APA, all rights reserved)