How does encoding context affect memory in younger and older adults?

How does encoding context affect memory? Participants studied visually presented words viewed concurrently with a rich (intact face) or weak (scrambled face) image as context and subsequently made "Remember", "Know", or "New" judgements to words presented alone. In Experiment 1a, younger, but not older, adults showed higher recollection accuracy to words from rich- than from weak-context encoding trials. The age-related deficit in recollection occurred, in Experiment 1b, even when encoding and retrieval time was doubled in older adults, suggesting that insufficient processing time cannot account for this age-related deficit. In Experiment 1c, dividing attention in young, during encoding, reduced overall memory, though the recollection boost from rich encoding contexts remained, suggesting that reduced attention resources cannot explain this age-related deficit. Experiment 2 showed that an own-age bias, to face images as context, could not explain the age-related differences either. Results suggest that age deficits in recollection stem from a lack of spontaneous binding, or elaboration, of context to target information during encoding.     

How does encoding context affect memory in younger and older adults?

How does encoding context affect memory? Participants studied visually presented words viewed concurrently with a rich (intact face) or weak (scrambled face) image as context and subsequently made “Remember”, “Know”, or “New” judgements to words presented alone. In Experiment 1a, younger, but not older, adults showed higher recollection accuracy to words from rich- than from weak-context encoding trials. The age-related deficit in recollection occurred, in Experiment 1b, even when encoding and retrieval time was doubled in older adults, suggesting that insufficient processing time cannot account for this age-related deficit. In Experiment 1c, dividing attention in young, during encoding, reduced overall memory, though the recollection boost from rich encoding contexts remained, suggesting that reduced attention resources cannot explain this age-related deficit. Experiment 2 showed that an own-age bias, to face images as context, could not explain the age-related differences either. Results suggest that age deficits in recollection stem from a lack of spontaneous binding, or elaboration, of context to target information during encoding.     

Are there attentional demands associated with haptic modalities while walking in young,healthy adults?

Study designA prospective, observational study.ObjectivesTo assess the attentional demands of using haptic modalities during walking using a multi-task paradigm in young, healthy adults.SettingBiomechanics of Balance and Movement (BBAM) Lab, University of Saskatchewan.MethodsTwenty-two (12 male) young, healthy adults performed walking trials with and without a verbal reaction time (VRT) task, as well as with and without the use of haptic anchors and light touch on a railing. Walking performance was evaluated using normalized stride velocity and step width, and dynamic stability was evaluated using step width variability and medial-lateral margin of stability (ML MOS) and its variability.ResultsThere were no significant differences in VRT when walking with and without added haptic input and no interactions between the added VRT task and added haptic input. Step width increased and variability of the ML MOS increased during trials with the VRT task compared to trials without the VRT task. The ML MOS decreased when using both haptic tools with a greater decrease when using light touch on the railing compared to when using the haptic anchors. Normalized stride velocity and step width decreased when using light touch on the railing only.ConclusionBoth haptic tools affected stability during walking. Using the railing to add haptic input had a greater effect on walking stability and was the only haptic tool to affect walking performance. Attentional demands should be considered in future research and applications of adding haptic input during walking.     

Do alerting signals increase the size of the attentional focus?

Previous research has shown that the presentation of an auditory alerting signal before a visual target increases the interference from flanking distractors. Recently, it has been suggested that this increase in interference may be due to an expansion of the spatial focus of attention. In five experiments, this hypothesis was tested by using a probe technique dedicated to measuring variations in the size of the attentional focus: In the majority of trials, participants performed a letter discrimination task in which their attention was focused on a central target letter. In a randomly intermixed probe task, the size of the attentional focus was measured by letting participants respond to a probe occurring at varying positions. In all experiments, reaction time (RT) to the probe increased from the most central to more lateral probe positions. This V-shaped probe-RT function, however, was not flattened by the presentation of an alerting signal. Overall, this pattern of results is inconsistent with the hypothesis that alerting signals increase the attentional focus. Instead, it is consistent with nonspatial accounts that attribute the increase in interference to an alerting effect on perceptual processing, which then leads to a detrimental effect at the level of response selection.     

Differences in children’s thinking and learning during attentional focus instruction

Considerable evidence supports the motor learning advantage associated with an external focus of attention; however, very few studies have investigated attentional focus effects with children despite individual functional constraints that have the potential to impact use of instructional content. Thus, the purpose of this study was to determine the effect of attentional focus instruction on motor learning in children. Participants (n = 42) aged 9–11 years were randomly assigned to one of three gender-stratified groups: (1) control, (2) internal focus, or (3) external focus. Following initial instructions and task demonstration, participants performed 100 modified free throws over two days while receiving additional cues respective to their attentional focus condition and returned approximately 48 h later to perform 20 additional free throws. Results revealed no significant learning differences between groups. However, responses to retrospective verbal reports suggest that the use of external focus content during practice may have contributed to some participants’ superior performance in retention. Future research should continue to examine attentional focus effects across a variety of ages and incorporate retrospective verbal reports in order to examine children’s thoughts during attentional focus instruction.     

How does normal variability in trunk flexion affect lower limb muscle activity during walking?

A large proportion of the mass of the body is contained within the trunk segment. Therefore, small changes in the inclination of this segment have the potential to influence the direction of the ground reaction force and alter lower limb joint moments and muscle activation patterns during walking. The aim of this study was to investigate if variability in sagittal trunk inclination in healthy participants is associated with differences in lower limb biomechanics. Gait analysis data was collected on 41 healthy participants during walking. Two groups were defined based on habitual trunk flexion angle during normal walking, a forward lean group (n = 18) and a backward lean group (n = 17). Lower limb moments, muscle activation patterns and co-contraction levels were compared between the two groups using independent t-tests. The forward lean group walked with 5° more trunk flexion than the backward lean group. This difference was associated with a larger peak hip moment (effect size = 0.7) and higher activation of the lateral gastrocnemius (effect size =0.6) and the biceps femoris (effect size =0.7) muscles. The forward lean group also exhibited greater co-contraction in late stance (effect size =0.7). This is the first study to demonstrate that small differences in trunk flexion are associated with pronounced alterations in the activation of the lateral knee flexor muscles. This is important because people with knee osteoarthritis have been observed to walk with increased trunk flexion. It is possible that increased sagittal trunk inclination may be associated with elevated joint loads in people with knee osteoarthritis.     

Does priming specific syllables during tip-of-the-tongue states facilitate word retrieval in older adults?

This experiment investigated whether phonological priming of syllables helps resolve tip-of-the-tongue (TOT) states in young and older adults. Young, young-old, and old-old adults read general knowledge questions and responded "know," "TOT," or "don't know" accordingly. Participants then read a list of 10 words that included 3 phonological primes corresponding solely to the first, middle, or last syllable of the target word. Young and young-old adults resolved more TOTs after first-syllable primes, but old-old adults showed no increase in TOT resolution following any primes. These results indicate that presentation of the first syllable of a missing word strengthens the weakened phonological connections that cause TOTs and increases word retrieval, but not for old-old adults who experience greater deficits in the transmission of priming across these connections.     

The impact of emotional faces on younger and older adults’ attentional blink

ABSTRACT

The attentional blink (AB) is the impaired ability to detect a second target (T2) when it follows shortly after the first (T1) among distractors in a rapid serial visual presentation (RSVP). Given questions about the automaticity of age differences in emotion processing, the current study examined whether emotion cues differentially impact the AB elicited in older and younger adults. Twenty-two younger (18–22 years) and 22 older adult participants (62–78 years) reported on the emotional content of target face stimulus pairs embedded in a RSVP of scrambled-face distractor images. Target pairs included photo-realistic faces of angry, happy, and neutral expressions. The order of emotional and neutral stimuli as T1 or T2 and the degree of temporal separation within the RSVP systematically varied. Target detection accuracy was used to operationalise the AB. Although older adults displayed a larger AB than younger adults, no age differences emerged in the impact of emotion on the AB. Angry T1 faces increased the AB of both age groups. Neither emotional T2 attenuated the AB. Negative facial expressions held the attention of younger and older adults in a comparable manner, exacerbating the AB and supporting a negativity bias instead of a positivity effect in older adults.     

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.     

Do older individuals adapt to their traits?: Personality–emotion relations among younger and older adults

Prominent lifespan theories posit that older adults are motivated to engage in emotion-regulation more frequently than younger adults. The present study follows from such theories and makes a novel prediction hitherto unexamined in the aging–emotion literature. Based on the idea that older adults more frequently regulate their emotions, it was predicted that traits, reflective of temperament or habit, would be less predictive of emotions among older adults (N = 60; M age = 74.9 years) than younger adults (N = 44; M age = 19.5 years). This hypothesis was confirmed across four of the Big 5 traits and, consistent with predictions, the moderating effects of age were particularly strong for negative emotions. The discussion focuses on the implications of the present findings for understanding age differences in personality, emotion, and emotion-regulation.     

Does mood state change risk taking tendency in older adults?

No study has been conducted to evaluate the influences of age differences on specific moods for risk taking tendencies. This study examined the patterns of risk taking tendencies among younger and older persons in 3 transient affective states: positive, neutral, and negative moods. By means of viewing happy, neutral, or sad movie clips, participants were induced to the respective mood. Risk taking tendencies were measured with decision tasks modified from the Choice Dilemmas Questionnaire (N. Kogan & M. A. Wallach, 1964). Consistent with the affect infusion model (J. P. Forgas, 1995), risk taking tendency was greater for those individuals who were in a happy mood than for those who were in a sad mood, for both young and older participants. However, an asymmetrical effect of positive and negative mood on risk taking tendency was identified among both the young and older participants, but in opposite directions. These results are consistent with the predictions of the negativity bias and the positivity effect found in young and older adults, respectively, and are interpreted via information processing and motivation effects of mood on the decision maker.     

Does the information content of an irrelevant source differentially affect spoken word recognition in younger and older adults?

To determine whether older adults find it difficult to inhibit the processing of irrelevant speech, the authors asked younger and older adults to listen to and repeat meaningless sentences (e.g., "A rose could paint a fish") when the perceived location of the masker (speech or noise) but not the target was manipulated. Separating the perceived location (but not the physical location) of the masker from the target speech produced a much larger improvement in performance when the masker was informational (2 people talking) than when the masker was noise. However, the size of this effect was the same for younger and older adults, suggesting that cognitive-level interference from an irrelevant source was no worse for older adults than it was for younger adults.     

Does a simultaneous memory load affect older and younger adults’ implicit associative learning?

This study investigated the effects of a simultaneous memory load on implicit associative sequence learning using the Triplets Learning Task (TLT). Participants in the Simultaneous condition held a secondary task memory load during the TLT, while those in the Sequential condition also performed both tasks, but successively, rather than simultaneously. Thus, the Simultaneous condition had a memory load during the TLT, while the Sequential condition did not. Probe blocks without the secondary task allowed separation of effects on learning from effects on its expression. Results revealed that the simultaneous memory load affected older, but not younger adults, by suppressing the expression of learning, not learning itself. Thus, older and younger adults can learn probabilistic associations while holding a simultaneous memory load, but the load can limit the extent to which older adults adapt their performance to environmental structure. Results are consistent with theories which propose that implicit associative learning does not call on limited capacity resources, and highlight the importance of distinguishing effects of dual tasks on the expression of learning from those on learning itself.     

Do age stereotypes as social role expectations for older adults influence personality development?

Age stereotypes as social role expectations for older adults were hypothesized to influence personality development in later life for specific stereotype domain x personality trait combinations. N = 965 participants aged 50–60 from the Midlife Development in the U.S. (MIDUS) study provided ratings about “people in their late sixties” in four domains at T₁ and completed a personality questionnaire at T₁ and at T₂ ten years later. Personality at T₂ was regressed on age stereotypes and personality at baseline. Age stereotypes in the domains Family/Relationships and Wisdom were related to changes in both Agreeableness and Extraversion over ten years. The findings provide tentative support for the role of positive age stereotypes in personality development in older age.     

Do the contents of visual working memory automatically influence attentional selection during visual search?

In many theories of cognition, researchers propose that working memory and perception operate interactively. For example, in previous studies researchers have suggested that sensory inputs matching the contents of working memory will have an automatic advantage in the competition for processing resources. The authors tested this hypothesis by requiring observers to perform a visual search task while concurrently maintaining object representations in visual working memory. The hypothesis that working memory activation produces a simple but uncontrollable bias signal leads to the prediction that items matching the contents of working memory will automatically capture attention. However, no evidence for automatic attentional capture was obtained; instead, the participants avoided attending to these items. Thus, the contents of working memory can be used in a flexible manner for facilitation or inhibition of processing.     

Does the walking task matter? Influence of different walking conditions on dual-task performances in young and older persons

Previous literature suggests that age-related deficits of dual-task walking are particularly pronounced with second tasks that require continuous visual processing. Here we evaluate whether the difficulty of the walking task matters as well. To this end, participants were asked to walk along a straight pathway of 20 m length in four different walking conditions: (a) wide path and preferred pace; (b) narrow path and preferred pace, (c) wide path and fast pace, (d) obstacled wide path and preferred pace. Each condition was performed concurrently with a task requiring visual processing or fine motor control, and all tasks were also performed alone which allowed us to calculate the dual-task costs (DTC). Results showed that the age-related increase of DTC is substantially larger with the visually demanding than with the motor-demanding task, more so when walking on a narrow or obstacled path. We attribute these observations to the fact that visual scanning of the environment becomes more crucial when walking in difficult terrains: the higher visual demand of those conditions accentuates the age-related deficits in coordinating them with a visual non-walking task.     

Do confusing information and egocentric instructions influence perception?

In an investigation of psychological differentiation, Witkin's personality dimension, 12 field-dependent and 12 field-independent students were selected from a population of college men in summerschool based on their Embedded Figures Test scores. They were assigned to conditions, given egocentric or gravitational instructions, and provided clarified or obscuring feedback about their performance on the Rod and Frame Test. Although instructions had no effect, students with clarified feedback performed better than those whose feedback was confusing. Field-independent men had less difficulty with the confusing feedback than did field-dependent men.     

False action memories in older adults: Relationship with executive functions?

Merely observing another person performing an action can make young people later misremember having performed this action themselves (the observation-inflation effect). We examined this type of memory error in healthy older adults. Overall, both young and older adult groups showed robust observation inflation. Although the number of people committing observation-inflation errors did not differ between age groups, those older adults who were prone to this illusion showed a greater observation-inflation effect compared to the corresponding young. At the same time, observation also had beneficial effects on subsequent action memory, especially in older adults. Surprisingly, executive functioning was not correlated with the degree to which older adults made observation-inflation errors, but it was related to the degree to which older adults benefited from observation. We consider accounts of observation inflation based on source monitoring, familiarity misattribution, and motor simulation.