Episodic remembering in young adults, 73-year-olds, and 82-year-olds

Younger adults (mean age = 20.6), 73-year-olds, and 82-year-olds were examined in free and cued recall of words preceded by standard instructions or organizational instructions. The younger adults outperformed the elderly groups in free and cued recall preceded by standard instructions. When organizational instructions were provided, recall differences between the younger adults and the 73-year-olds were eliminated, while both these groups outperformed the 82-year-olds. Within-group comparisons showed that the younger group was relatively independent of contextual support at encoding (organizational instructions) and retrieval (cues) respectively. Furthermore, the group of 73-year-olds was able to utilize support at both stages of remembering, whereas the group of 82-year-olds utilized contextual support only at retrieval. The results were compared with research on memory development in childhood through the application of Ribot's law.     

Episodic future thinking: Linking neuropsychological performance with episodic detail in young and old adults

Episodic future thinking (EFT) has been linked with our ability to remember past events. However, its specific neurocognitive subprocesses have remained elusive. In Experiment 1, a study of healthy older adults was conducted to investigate the candidate subprocesses of EFT. Participants completed a standard EFT cue word task, two memory measures (Verbal Paired Associates I, Source Memory), and two measures of executive function (Trail Making Test, Tower Test). In Experiment 2, healthy young adults also completed an EFT task and neuropsychological measures. The link between neurocognitive measures and five characteristics of EFT was investigated. Specifically, it was found that Source Memory and Trail Making Test performance predicted the episodic specificity of future events in older but not younger adults. Replicating previous findings, older adults produced future events with greater semantic but fewer episodic details than did young adults. These results extend the data and emphasize the importance of the multiple subprocesses underlying EFT.     

Direct remembering,mediated remembering,and atypical forgetting functions

Atypical forgetting functions have been demonstrated in several recent studies of delayed matching to sample, in which experimental conditions are altered partway through the retention interval. The forgetting functions are atypical in that accuracy or discriminability is not always a negatively accelerated monotonic function of increasing retention interval duration, but may increase at later times in the retention interval. Atypical forgetting functions reflect changes in levels of discrimination. A switch from a lower level to a higher level of discrimination, or vice versa, can occur at any time in the retention interval. The behavioral theories of remembering proposed by Nevin, Davison, Odum, and Shahan (2007), and White and Brown (2014), offer quantitative predictions of forgetting functions that differ in intercept or slope. Both theories are able to account for atypical forgetting functions, by assuming time‐independent changes in the mediating effect of attending to sample and comparison stimuli (in Nevin et al.'s model) or in the direct effect of the context of reinforcement of the conditional discrimination (in White & Brown's model). Despite differences in their main assumptions, the theories have an edge over any theory that assumes that forgetting is time‐dependent.     

Judgments of remembering: the revelation effect in children and adults

When items on a recognition test are presented as a series of increasingly complete fragments rather than being presented initially in their fully intact form, adults' judgments of recognition exhibit an increased tendency to judge items as "old," an illusion of recognition referred to as the revelation effect. The present study used pictorial stimuli to test for a revelation effect with 4-year-olds, 8-year-olds, and adults (N = 76). A reliable revelation effect was found at all ages tested, indicating that the complex fluency-of-processing discrepancy detection and attribution mechanisms thought to be responsible for the effect function similarly across an age range from 4-years-of-age through adulthood. It was also found that the recognition decisions of the 8-year-olds and the adults were affected by how quickly they were able to identify a picture during the revelation phase of the recognition test. This effect was not found with the 4-year-olds, suggesting an age difference in the awareness and strategic use of an implicit memory effect when making explicit judgments of recognition.     

Episodic future thought and its relation to remembering: evidence from ratings of subjective experience

The goal of the present study was to examine the hypothesis that the ability to construct vivid mental images of the future involves sampling the contents of memory. In two experiments, participants envisioned future scenarios occurring in contextual settings that were represented in memory in varying degrees of perceptual detail. In both experiments, detailed contextual settings were associated with more detailed images of the future and a stronger subjective experience. Our findings suggest that the contents of memory are routinely sampled during the construction of personal future scenarios.     

Aging, subjective experience, and cognitive control: dramatic false remembering by older adults

Recent research suggests that older adults are more susceptible to interference effects than are young adults; however, that research has failed to equate differences in original learning. In 4 experiments, the authors show that older adults are more susceptible to interference effects produced by a misleading prime. Even when original learning was equated, older adults were 10 times as likely to falsely remember misleading information and were much less likely to increase their accuracy by opting not to answer under conditions of free responding. The results are well described by a multinomial model that postulates multiple modes of cognitive control. According to that model, older adults are likely to be captured by misleading information, a form of goal neglect or deficit in inhibitory functions.     

Learned resourcefulness, drinking, and smoking in young adults

The purpose of this study was to examine the relationship between learned resourcefulness and two common addictive behaviors, namely, drinking and smoking. Male and female college students (N = 175) completed the Self-Control Schedule (SCS), the Quantity-Frequency-Variability questionnaire, and a smoking history form. Learned resourcefulness was related to self-reported patterns of alcohol consumption; specifically, heavy drinking subjects were lower in learned resourcefulness than were light and moderate drinkers who, in turn, were lower in learned resourcefulness than were infrequent drinkers and abstainers. Learned resourcefulness was only modestly related to smoking, with students who had never smoked evidencing somewhat higher learned resourcefulness than ex-smokers and current smokers. Overall, these data provide correlational support for the notion that learned resourcefulness may protect young adults against substance abuse.     

Intentional and unintentional memory in young children: remembering vs. playing

In an exploration of Istomina's (1975) paradigm contrasting children's recall from an involuntary or game-like context with recall from an intentional or lesson-like context, this study investigated the relative efficacy of asking 4- and 5-year-olds "to remember" or "to play with" a set of 16 pictures or toys in a naturalistic or laboratory setting. The children's behavior and language were measured during two 2-min study phases, after which recall was assessed. Toys promoted different study phase activities and better retention than pictures, asking a child "to remember" a set of toys led to less recall than asking the child "to play" with the toys, and, across all conditions, instructions "to play" and "to remember" elicited differentiated study phase responses but similar levels of retention.     

Use of relational and item-specific information in remembering by older and younger adults

The applicability to older adults of predictions from the integrated memory model, that optimal memory results from concurrent availability of relational and item-specific information, was assessed. In Experiment 1, older adults (M = 69 years) encoded related or unrelated words using rating, sorting, or both tasks. Using both tasks produced better recall than either separate task. Rating facilitated recall for related items, but sorting did not facilitate unrelated items. In Experiment 2, younger (M = 20) and older (M = 74) adults sorted or rated lists comprising categories of varying sizes. Young adults' free recall conformed to predictions, but older adults again showed facilitation mainly from rating larger categories. The stronger effects for younger adults imply that specific combinations of encoding and retrieval manipulations and materials must be considered in predicting older adults' performance.     

Forgiveness in adolescents, young, middle-aged, and older adults

The evolution of the propensity to forgive an offense was studied in a sample of 236 people from various age groups. The effect of a number of circumstances connected with the offense was considered: intent to harm, severity of consequences, cancellation of consequences, social proximity to the offender, apologies from the offender, and the attitude of others. The method was an application of information integration theory. A global increase in the propensity to forgive from adolescence to old age was observed. Several interactions between age and circumstances were found: (a) The effect of the cancellation factor was higher in young adolescents and in the very old than in the middle-aged, (b) the attitude of others and the restoration of harmony factors were important only in adolescents. Finally, the structure of the Forgiveness schema was shown to be an additive one, regardless of the age of the participants.     

Detecting lies in young children,adolescents and adults

The ability of teachers, social workers, police officers and laypersons (undergraduate and postgraduate students) to detect truths and lies told by 5–6 year‐olds, adolescents and adults was tested in the present experiment. Lie detectors judged the veracity of statements from 18 liars and 18 truth tellers belonging to these three age groups. Accuracy scores were around 60% for each of these three age groups, both for detecting truths and for detecting lies. No occupational differences emerged. Moreover, judgements made by teachers, social workers and police officers showed an overlap, suggesting that an erroneous decision made by a member of one group may not easily be detected by a member of the other groups. The lie detectors were inclined to judge cues of nervousness, cognitive demand and attempted behavioural control as cues to deceit, even when truth tellers were displaying these cues. Copyright © 2006 John Wiley & Sons, Ltd.     

Timing, remembering, and discrimination

Four pigeons were first trained in a timing procedure. In one condition, each trial began with the presentation of an X on the center key, followed by a delay (short or long), after which two side keys were lit. If the delay was short, pecks to the red side key were reinforced. If the delay was long, pecks to the green side key were reinforced. In a second condition, the opposite contingencies applied following presentation of a square on the center key. Choice responses were then tested at 10 time intervals ranging from short to long (1 to 4 s and 4 to 7 s in different conditions). The two timing conditions were combined to create a remembering condition in which correct responding depended upon discrimination of both the sample stimulus (X or square) and the delay interval (short or long). Choices varied systematically across delay in timing conditions, but in remembering conditions, accurate choice at the training delays did not initially generalize to intermediate delays. However, with prolonged training in the remembering task, the response pattern began to resemble that of the timing conditions. Generalization gradients were asymmetrical, in accordance with Weber's Law, in that greater generalization occurred with longer delays than with shorter delays.     

Prospective remembering in younger and older adults: Role of the prospective cue

In these studies, adult age differences in event-based prospective memory were examined using an adapted version of G.O. Einstein and M.A. McDaniel's (1990) task. In Experiments 13, we varied prospective cue specificity by assigning a specific target word or an unspecified word drawn from a given taxonomic category. In Experiment 3, we manipulated cue typicality by presenting low or high typicality target words. Results yielded positive effects of cue specificity on prospective performance. Age effects occurred when high typicality target words served as prospective cues (Exps. 1 and 3), but younger and older adults performed comparably with moderate and low typicality words (Exps. 2 and 3). Hierarchical regression analyses indicated that age accounted for a small but significant amount of variance in prospective memory, although the contribution of age was substantially reduced after statistically controlling for recognition memory. Implications of these data for current views on prospective remembering are discussed.     

Beginning,ending and remembering

Wittgenstein famously opens his Philosophical Investigations with a quotation in which Augustine recounts how he acquired language. Instead of going into the widely discussed question of how Wittgenstein relates to Augustine's picture of language, this article inquires into what else might be at stake in invoking Confessions at the very beginning of his work. At the very least, such a gesture seems to suggest that Wittgenstein wants to inscribe himself into the Augustinian legacy. More specifically, this article argues that Philosophical Investigations centres on three problems that Wittgenstein has inherited from Augustine – namely what one might call the problem of beginning, the problem of ending and finally the problem of memory. The problem of beginning not only points to the local problem of how to start writing confessional philosophy, but also what authorizes such philosophy in the first place. The problem of ending concerns the direction of such philosophy and the problematic stance of its goal, while the problem of memory turns on the task of progressing from beginning to ending.     

Prospective remembering in younger and older adults: role of the prospective cue

In these studies, adult age differences in event-based prospective memory were examined using an adapted version of G.O. Einstein and M.A. McDaniel's (1990) task. In Experiments 1-3, we varied prospective cue specificity by assigning a specific target word or an unspecified word drawn from a given taxonomic category. In Experiment 3, we manipulated cue typicality by presenting low or high typicality target words. Results yielded positive effects of cue specificity on prospective performance. Age effects occurred when high typicality target words served as prospective cues (Exps. 1 and 3), but younger and older adults performed comparably with moderate and low typicality words (Exps. 2 and 3). Hierarchical regression analyses indicated that age accounted for a small but significant amount of variance in prospective memory, although the contribution of age was substantially reduced after statistically controlling for recognition memory. Implications of these data for current views on prospective remembering are discussed.     

Autobiographical remembering and hypermnesia: a comparison of older and younger adults

This study examined age differences in autobiographical memory and extended findings concerning hypermnesia in laboratory tasks to a real world event, the announcement of the verdict in the O. J. Simpson murder trial. Older and younger adults repeatedly recalled the event in a single session. Interviews were coded for amount and type of accurate information and for errors. The age groups did not differ in ability to recall the gist of the event or in the number of errors made. Younger adults were better at remembering when the event had occurred. Both age groups showed hypermnesia. The results are discussed in terms of the importance of autobiographical memory across the life span and the phenomenon of hypermnesia in everyday memory.     

The intention‐superiority effect for naturally occurring activities: The role of intention accessibility in everyday prospective remembering in young and older adults

This study examined age differences in the accessibility of a single pool of naturally occurring intentions both before and after completion. Following Maylor, Darby, and Della Sala (2000), accessibility was measured in terms of the number of activities generated in a 4‐minute activity fluency task. Each participant undertook two such tasks. A prospective task in which they generated activities intended for completion during the following week and a retrospective task, 1 week later, in which they generated activities carried out over the previous week. In a partial replication of Maylor et al.'s findings, young, but not healthy older, adults generated more to‐be‐completed intentions than completed ones, demonstrating an intention‐superiority effect (ISE) for everyday activities. The absence of an ISE for older adults appeared to reflect the reduced accessibility of intentions prior to completion, rather than the impaired inhibition of fulfilled intentions. Moreover, both groups showed greater inaccessibility of completed than intended activities, thus demonstrating an intention‐completion effect for naturally occurring intentions that is preserved in healthy ageing (cf. Marsh, Hicks, & Bink, 1998). Despite showing a reduced accessibility of intended activities, older adults reported having completed a greater proportion of their intentions during the week than young adults. Moreover, there was a correlation between the ability to access intentions and the proportion of intentions completed only for young adults. These observations suggest that older adults' everyday prospective memory performance may be relatively less dependent on intention accessibility and more dependent on other factors. While there was no age difference in the reported use and effectiveness of external retrieval aids, older adults demonstrated a greater level of temporal organization in the production of their intentions in the fluency task. This is consistent with the possibility that older adults may have more structured daily lives and may be able to use information about the sequence of ongoing events to support superior everyday prospective remembering.     

Environments,individual characteristics,and worry of young adults

Relations were examined among distal and proximal learning contexts, individual characteristics, and the worry of young adults. Data were collected from 20-yr.-old Australians (3,325 women and 3,070 men). Analysis suggested that learning environment and individual characteristic measures have significant associations with the worry of young adults and that the intensity of worry varies for young adults from different ethnic groups.