Attention and memory in children and adults in context-interactive and context-independent situations

The relation between attention to target and context information and target recall in an incidental learning task for children and adults was examined in seven experiments. In Experiment 1, second- and sixth-graders and college adults were presented with hard (e.g., hawk eagle canary), easy (river lake canary), or unrelated (river pencil canary) word triplets, varying in the difficulty of identifying the “odd” target word (canary), and were required to identify the target themselves (oddity choice), or such identification was optional, since the experimenter identified the target (read). Trial duration was either 3 or 7 s. The attentional patterns varied with triplet type, orienting activity, and trial duration. Most important, target and incidental context word recall seemed to vary directly with the extent of the interactive processing of context and target conceptual information, and the adults seemed more disposed to do such processing than the children. These results support a distinction between context-interactive and context-independent situations and suggest that the attentional patterns that are efficient for memory may differ with the kind of situation. The other experiments extend and establish the generality of these results.     

Item-specific and relational encoding effects in children's recall and recognition memory for words

This study tests the hypothesis that children's deficiency in encoding itemspecific and relational information in episodic events contributes to age differences in recall and recognition. In two experiments, grade school children and college adults were presented with word triplets varying in categorical relatedness. The processing of the item-specific and relational information in the triplets was independently manipulated. Experiment 1 assessed cued recall, and Experiment 2 assessed recognition of both the central target and incidental contextual members of each triplet. The results showed that the processing manipulations had independent and different effects on recall and recognition, on memory for the members of the different kinds of triplets, on the use of the retrieval cues, and on memory for target and incidental words. Developmental differences were found in both recall and recognition, and of both target and incidental words, that varied with triplet type and the processing manipulations and that were attributable to differences in the encoding of item-specific and relational information in the triplets. The discussion contrasts alternative accounts of children's encoding deficiency, and suggests that the distinction between automatic, age-invariant, and strategic age-sensitive encoding processes needs to be redrawn.     

A benefit of context reinstatement to recognition memory in aging: the role of familiarity processes

Reinstatement of encoding context facilitates memory for targets in young and older individuals (e.g., a word studied on a particular background scene is more likely to be remembered later if it is presented on the same rather than a different scene or no scene), yet older adults are typically inferior at recalling and recognizing target–context pairings. This study examined the mechanisms of the context effect in normal aging. Age differences in word recognition by context condition (original, switched, none, new), and the ability to explicitly remember target–context pairings were investigated using word–scene pairs (Experiment 1) and word–word pairs (Experiment 2). Both age groups benefited from context reinstatement in item recognition, although older adults were significantly worse than young adults at identifying original pairings and at discriminating between original and switched pairings. In Experiment 3, participants were given a three-alternative forced-choice recognition task that allowed older individuals to draw upon intact familiarity processes in selecting original pairings. Performance was age equivalent. Findings suggest that heightened familiarity associated with context reinstatement is useful for boosting recognition memory in aging.     

Memory for modality: Evidence for an automatic process

Three experiments were conducted to explore the “automatic” encoding of information about presentation modality and the use of such information during word retrieval. Children (Grades 2, 3, and 6) and adults (college students) were asked to attend to a mixed-modality (auditory and visual) list of nouns, then to recall the target words, and finally to identify the presentation modality of each word on a recognition list. Instructions (incidental vs. intentional), list length, and list organization (unrelated words vs. words from taxonomic categories) were varied across the experiments. Although these manipulations affected the recall of target words, they did not change the amount of modality information retained, which was clearly above chance in all three experiments. As predicted by the Hasher and Zacks (1979) model for automatic processing, there were no developmental changes on memory for modality, instructions to remember modality information had no effect on modality identification, and a tradeoff between word recall and modality identification rarely occurred.     

Constraints on retrieval search for episodic information in children and adults

The hypothesis that a lack of structural constraint limits children's ability to use context and category cues to search associative memory for episodic information is examined in this study. Second and fifth graders and college adults were shown word triplets at acquisition and asked to recall the final target member of each triplet in a cued recall task. The manipulations concerned sources of associative structure that could constrain retrieval search. The degree to which the members of the triplets were associated was varied, as well as the kind of association, and the kind and amount of retrieval support provided in the cue, and encoding was constrained by orienting questions or was unconstrained. The results showed that children's effective use of retrieval cues was more dependent on episodic associative structure, retrieval support, and the constrained encoding of associative information than was adults'. Differences in the associative structure of information in permanent memory seemed to contribute to the results.     

Familiarity and recollection in item and associative recognition

Recognition memory for item information (single words) and associative information (word pairs) was tested immediately and after retention intervals of 30 min and 1 day (Experiment 1) and 2 days and 7 days (Experiment 2) using Tulving's (1985) remember/know response procedure. Associative recognition decisions were accompanied by more "remember" responses and less "know" responses than item recognition decisions. Overall recognition performance and the proportion of remember responses declined at similar rates for item and associative information. The pattern of results for item recognition was consistent with Donaldson's (1996) single-factor signal detection model of remember/know responses, as comparisons based on A' between overall item recognition and remember item recognition showed no significant differences. For associative recognition, however, A' for remember responses was reliably greater than for overall recognition. The results show that recollection plays a significant role in associative recognition.     

Retrieval variability: The inefficient use of retrieval cues by young children

The hypothesis of this study is that the inefficient use of retrieval cues by young children is due to retrieval variability: the variable encoding of semantic information in cue stimuli at input and retrieval and the inability to reinterpret cue information to ensure cue-trace compatibility. The critical manipulations involved the use of semantic orienting questions at both input and retrieval. Second and fourth graders and college adults were given moderately associated word pairs (Knife-Axe). Encoding was constrained or free between groups at both input and retrieval. The retrieval questions biased the Same interpretation of the cue as at input (weapon), a uniquely Different interpretation (utensil), or an inappropriate Negative interpretation. Both cued recall and recognition of the target items was tested. The results showed systematic developmental increases both in the distinctiveness of the semantic encoding of stimulus information, and in the ability to reinterpret cue information to ensure cue-trace compatibility. The second graders encoded more variably than the older subjects, and were less able to shift from an incompatible encoding of cue information.     

The item and list methods of directed forgetting: test differences and the role of demand characteristics

In directed forgetting, the item method presents instructions to remember or to forget individual items; the list method presents a single mid-list instruction to forget the first half of the list. Initial free recall was better for remember (R) words than for forget (F) words under both methods. Offered 50 cents for each additional F word, subjects could recall almost no more items, eliminating a demand characteristics explanation. On a yes/no recognition test, only the item method showed directed forgetting. Retrospective instruction identification was good except for F words under the list method, where performance was at chance. There was no evidence of speed-accuracy tradeoff on the recognition or instruction identification tests. These results bring together the major findings concerning directed forgetting and support a method-based theoretical distinction.     

Direct versus indirect tests of memory: Directed forgetting meets the generation effect

Subjects read 20 words and generated 20 others from definitions during a 40-item study phase. Production of each word was followed by an instruction to remember or to forget that word. In free recall, a direct test of memory, words that had been generated were recalled much better than words that had been read. The remember-forget instructional manipulation affected read words but not generated words. In speeded word reading, an indirect test of memory, all studied words showed priming, but read words showed more priming than generated words. Here, the effect of remember versus forget instructions appeared only for generated words. These dissociations of a direct and an indirect test indicate that two powerful encoding manipulations affect separable processes to which these tests are differentially sensitive.     

Children's recall of contextually integrable and nonintegrable episodic events

The hypothesis of this study is that children's deficiency in encoding input information may be attributed partially to a failure to fully integrate target and contextual information. Second and fourth grade children and college adults were shown sentences varying in internal integrability in a cued recall task for target nouns in the sentences. The sentences were internally semantically Congruous, Incongruous, or Anomalous. In acquisition, the subjects were told either to read the sentences (Read Encoding) or to rate the likelihood of the occurrence of the sentential event (Integration Encoding). The results showed large developmental differences in both levels of recall and the Congruity effect (superior recall for the Congruous relative to the Anomalous sentences) in the Read condition. These differences were minimized in the Integration condition. These patterns suggest young children are deficient in the contextual integration of episodic events, and, as a result, make inefficient use of semantic information in the encoding of input information.     

Cognitive effort and recollective experience in recognition memory

The difficulty of the cognitive operations required to process study items was manipulated in two experiments investigating recollective experience. In subsequent recognition tests, subjects indicated whether their recognition judgements for items processed in these tasks were based on recollection ("remember" responses) or on familiarity ("know" responses). In Experiment 1 target items were presented in the context of a category decision task. It was found that remember responses increased with the difficulty of the category decision. For positive instances, remember responses were greater for items of low instance frequency than for items of high instance frequency, while for negative instances remember responses were greater for items from similar categories than for items from dissimilar categories. These effects were not present in know responses. In Experiment 2, remember responses were more frequent when study items had been presented in the form of anagrams to be solved than when they had been presented in the form of words to be read aloud. The incidence of know responses was not affected by the format in which study items were presented. Source judgements were also more accurate when recognition was based on recollection. It is argued that the type of conscious awareness experienced during recognition is determined by the knowledge activated by items presented in the recognition test, which in turn is determined by the nature of the operations engaged at encoding.     

Age-related differences in the specificity of verbal encoding

A communication paradigm was used as an analogue to cued recall to separate age-related differences in encoding and retrieval. Younger and older adults (senders) generated a series of one-word clues that would enable other subjects (receivers) to generate a designated target word. Clue and target generation tasks, analogous to the encoding and retrieval components of cued recall, were conducted in the context of either a strong or a weak associate of the target. Clues generated by older senders were less effective than clues generated by younger senders in enabling receivers to generate targets, especially when clues or targets were generated in the context of a weak associate. A deficit among older receivers was also obtained, especially when a weak-rather than a strong-associate context word was given to the receiver. Older adults experience difficulty with encoding and retrieval tasks that require processing of context-specific information that is not part of the generic information typically associated with a stimulus.     

Generation and associative encoding in young and old adults: the effect of the strength of association between cues and targets on a cued recall task

The generation effect (i.e., better recall of the generated items than the read items) was investigated with a between-list design in young and elderly participants. The generation task difficulty was manipulated by varying the strength of association between cues and targets. Overall, strong associates were better recalled than weak associates. However, the results showed different generation effect patterns according to strength of association and age, with a greater generation effect for weak associates in younger adults only. These findings suggest that generating weak associates leads to more elaborated encoding, but that elderly adults cannot use this elaborated encoding as well as younger adults to recall the target words at test.     

Encoding context and false recognition memories

False recognition of an extralist word that is thematically related to all words of a study list may reflect internal activation of the theme word during encoding followed by impaired source monitoring at retrieval, that is, difficulty in determining whether the word had actually been experienced or merely thought of. To assist source monitoring, distinctive visual or verbal contexts were added to study words at input. Both types of context produced similar effects: False alarms to theme‐word (critical) lures were reduced; remember judgements of critical lures called old were lower; and if contextual information had been added to lists, subjects indicated as much for list items and associated critical foils identified as old. The visual and verbal contexts used in the present studies were held to disrupt semantic categorisation of list words at input and to facilitate source monitoring at output.     

The effects of encoding distinctiveness on retrieval variability in children and adults

To what extent are developmental differences in encoding distinctiveness responsible for differences in retrieval variability? This study examined this question by comparing the effects of different kinds of encoding distinctiveness on the ability of children and adults to reinstate the input environment at retrieval. The critical manipulations involved the use of semantic orienting questions at both encoding and retrieval. Second and fourth (Experiment 1) or fifth (Experiment 2) graders and college adults were given moderately associated word pairs (Knife-Axe) at input. Encoding was free or constrained at input and retrieval. The retrieval questions biased the Same interpretation of the cue as at input (weapon), a uniquely Different interpretation (utensil), or an inappropriate Negative interpretation. Encoding distinctiveness was varied by crossing these manipulations with either picture or word input (Experiment 1) or general or distinctive orienting questions (Experiment 2). The results suggested that encoding distinctiveness and retrieval variability contribute independently to developmental differences in recall.     

Influences of age, performance, and item relatedness on verbatim and gist recall of verb-noun pairs

Age differences in adults' memory for performed actions (e.g., wave hand) are sometimes smaller than age differences in memory for nonperformed phrases. In this study, we examined the conditions under which performance reduces age differences in recall. Younger and older adults performed or read verb-noun phrases that were either related (e.g., actions performed in a kitchen) or unrelated. Performance did not reduce age differences in recall of the exact verbs and nouns used to describe an action, but performance did reduce age differences in memory for the gist of related actions. Older adults especially had difficulty recalling the exact verb used to describe the action. These results suggest that older adults may have better memory for actions than is revealed by tests of verbatim recall. They may remember performing the action but not remember the exact words used to describe the action.     

Encoding context and false recognition memories

False recognition of an extralist word that is thematically related to all words of a study list may reflect internal activation of the theme word during encoding followed by impaired source monitoring at retrieval, that is, difficulty in determining whether the word had actually been experienced or merely thought of. To assist source monitoring, distinctive visual or verbal contexts were added to study words at input. Both types of context produced similar effects: False alarms to theme-word (critical) lures were reduced; remember judgements of critical lures called old were lower; and if contextual information had been added to lists, subjects indicated as much for list items and associated critical foils identified as old. The visual and verbal contexts used in the present studies were held to disrupt semantic categorisation of list words at input and to facilitate source monitoring at output.     

Knowing what to remember and forget: A developmental study of cue memory in intentional forgetting

These experiments are the first to investigate children’s encoding and use of information about a memory cue in Bjork’s (1972) intentional forgetting task. In Experiment 1, children in Grades 2, 4, and 6 and college students were given cues to either remember or forget after the presentation of each picture. Recall and recognition tests of pictures and cues followed. The procedure in Experiment 2 was identical to that in Experiment 1 except that the list of presentation pictures was altered for some children (Grades 3 and 4) and adolescents (Grades 8 and 9) so that remember and forget cues were associated with particular taxonomic categories. In Experiment 3, the testing component was modified so that children (Grades 2, 3, and 4) and college students were asked to recall only the cue associated with each picture. The results indicated that (1) children as young as second graders encode the cue associated with each picture, although to a lesser extent than do college students, (2) much improvement in intentional forgetting is still occurring during adolescence, (3) only adults adequately cluster their recall by cue, (4) associating remember and forget cues with items from different categories does not increase the differentiation between cues, and (5) eliminating picture recall and recognition has minimal effects on the magnitude of cue judgments. These results suggest that children’s difficulties on intentional forgetting tasks stem, at least in part, from their poorer encoding of information about whether an item should be remembered or forgotten.