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)     

Metamemorial predictors of memory performance in young and older adults.

The relationship between aspects of knowledge about memory and immediate and delayed recall on prose and word-list tasks was examined. Ss were 100 young and 100 older adults. Vocabulary ability was screened. Memory knowledge was assessed by the Metamemory in Adulthood (MIA) scale and the Short Inventory of Memory Experiences (SIME). Capacity and change measures of the MIA correlated with most dimensions of the SIME for both age groups. The anxiety measure of the MIA correlated with SIME measures only for the young. Regression analyses showed that strategy (MIA) predicted performance only for young adults, change (MIA) predicted performance only for older adults, and capacity (MIA) predicted performance for both age groups. Metamemory variables accounted for equivalent amounts of variance in both prose and word-list tasks, although there was an indication that prediction was slightly better for prose. Future researchers need to address the apparent increase in affect-related predictors of memory performance. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Aging, episodic memory feeling-of-knowing, and frontal functioning.

Groups of normal old and young adults made episodic memory feeling-of-knowing (FOK) judgments and took 2 types of episodic memory tests (cued recall and recognition). Neuropsychological tests of executive and memory functions thought to respectively involve the frontal and medial temporal structures were also administered. Age differences were observed on the episodic memory measures and on all neuropsychological tests. Compared with young adults, older adults performed at chance level on FOK accuracy judgments. Partial correlations indicated that a composite measure of frontal functioning and FOK accuracy were closely related. Hierarchical regression analyses showed that the composite frontal functioning score accounted for a large proportion of the age-related variance in FOK accuracy. This finding supports the idea that the age-related decline in episodic memory FOK accuracy is mainly the result of executive or frontal limitations associated with aging. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Preserved monitoring and control processes in temporal lobe epilepsy.

Objective: The aim of this study was to assess an aspect of metamemory never examined before in patients with temporal lobe epilepsy (TLE): the ability to upgrade the accuracy of one's memory predictions after study. Method: Four lists of different levels of difficulty and relatedness were presented to 15 TLE patients and 15 control participants, who were asked to predict their subsequent recall both before and after studying each list. Results: The results showed clear impairment in recall in TLE patients. However, both TLE patients and controls showed an improvement in accuracy in their poststudy predictions compared with their prestudy predictions, showing that both groups were able to upgrade their metamemory predictions. Unexpectedly, prediction accuracy was overall higher in TLE patients than in controls. Moreover, study time was allocated in both groups taking into account the characteristics of the list. Conclusion: These results confirm and extend findings of Howard et al. (2010) of intact metamemory in TLE patients, and provide further support to the dissociation between memory and metamemory in this clinical population. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Updating knowledge about encoding strategies: A componential analysis of learning about strategy effectiveness from task experience.

Researchers have argued for age deficits in learning about the effects of encoding strategies from task experience, partly on the basis of absolute accuracy of metacognitive judgments. However, these findings could be attributed to factors other than age differences in learning. Forty older and 40 younger adults participated in 2 study-test trials in which they studied paired associates with imagery or repetition, predicted recall for the items, attempted recall, and postdicted recall. Recall was greater after imagery than repetition, yet this effect was not fully reflected by predictions made on Trial 1. Although both older and younger adults accurately postdicted recall from Trial 1, absolute accuracy of the predictions made on Trial 2 showed little improvement. By contrast, both age groups demonstrated increases in between-person correlations of predictions with recall, which is inconsistent with age deficits in knowledge updating. Thus, both older and younger adults had updated knowledge about the relative effects of the strategies, but such updating was not evident in the absolute accuracy of the predictions. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Memory knowledge and memory monitoring in adulthood.

Age differences in 2 specific processing dimensions of metamemory, namely memory knowledge and memory monitoring, were examined. Young and old Ss recalled lists of words paired with letter, rhyme, and meaning cues over 2 trials. On both trials, Ss made predictions of recall likelihood on presentation of each word-cue pair. No age differences in initial predictions (i.e., prior memory knowledge) were apparent, whereas age-based performance differences were observed. On Trial 2, both young and old Ss significantly revised their predictions; however, old adults monitored only global discrepancies between previous expectation and performance. Young adults raised and lowered expectations across cue types in accordance with their previous performance. Age differences in processing speed accounted for some but not all of the memory-monitoring differences. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

On the equivalence of two recognition measures of short-term memory.

2 tests of short-term, recognition memory were compared. An extension of signal-detection theory was used to generate prediction from 1 test to the results of the other. These predictions were investigated for an individual S's memory of about 100 nonsense syllables. The errors in predictions were about what might be expected assuming binomial variability in the 2 measures. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of adult age and working memory on reasoning and spatial abilities.

Three predictions were derived from the hypothesis that adult age differences in certain measures of cognitive functioning are attributable to age-related reductions in a processing resource such as working-memory capacity. Each prediction received at least some degree of empirical support in a study involving 120 males ranging between 20 and 79 years of age. First, older adults exhibited greater impairments of performance than did young adults when task complexity increased and more demands were placed on the limited processing resources: second, the magnitudes of these complexity effects were highly correlated across verbal (reasoning) and spatial (paper folding) tasks. Finally, statistical control of an index of a working-memory processing resource attenuated the effects of age on the measures of cognitive performance. It was concluded that further progress in understanding the mechanisms of the relation between age and cognitive functioning will require improved conceptualizations of the nature of working memory or other hypothesized mediating constructs. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The effects of encoding task on age-related differences in the functional neuroanatomy of face memory.

Age-related differences in brain activity mediating face recognition were examined using positron emission tomography. Participants encoded faces using a pleasant-unpleasant judgement, a right-left orientation task, and intentional learning. Scans also were obtained during recognition. Both young and old groups showed significant effects of encoding task on recognition accuracy, but older adults showed reduced accuracy overall. Increased brain activity in older adults was similar to that seen in young adults during conditions associated with deeper processing, but was reduced during the shallow encoding and recognition conditions. Differential correlations of brain activity and behavior were found that suggest older adults use unique neural systems to facilitate face memory. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Patterns of resource allocation are reliable among younger and older readers.

Younger and older adults read short expository passages across 2 times of measurement for subsequent comprehension or recall. Regression analysis was used to decompose word-by-word reading times into resources allocated to word- and textbase-level processes. Readers were more sensitive to these demands when reading for recall than when reading for comprehension. Patterns of resource allocation showed good test-retest reliabilities and were predictive of memory performance. Within age group, resource allocation parameters were not systematically correlated with other individual-difference measures, suggesting that strategies of on-line resource allocation may be a unique source of individual differences in determining comprehension of and memory for text. Age differences in allocation patterns appeared to reflect general slowing among the older adults. Because older adults showed equivalent memory performance to that of younger readers, the reading time data may represent the on-line resource allocation needed for comparable outcomes among older and younger readers. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Relationships between metamemory, memory predictions, and memory task performance in adults.

A cross-sectional sample of adults recalled categorized word lists and narrative texts. Subjects gave performance predictions before each of 3 recall trials for each task. Older subjects had poorer memory performance and also predicted lower performance levels than did younger subjects. The LISREL models suggested (a) direct effects of memory self-efficacy (MSE) on initial predictions; (b) upgrading of prediction–performance correlations across trials, determined by direct effects of performance on subsequent predictions; (c) significant effects of a higher order verbal memory factor on MSE; and (d) an independent relationship of text recall ability to initial text recall performance predictions. These results lend support to the theoretical treatment of predictions as task-specific MSE judgments. (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)     

Converging evidence that visuospatial cognition is more age-sensitive than verbal cognition.

In 3 separate experiments, the same samples of young and older adults were tested on verbal and visuospatial processing speed tasks, verbal and visuospatial working memory tasks, and verbal and visuospatial paired-associates learning tasks. In Experiment 1, older adults were generally slower than young adults on all speeded tasks, but age-related slowing was much more pronounced on visuospatial tasks than on verbal tasks. In Experiment 2, older adults showed smaller memory spans than young adults in general, but memory for locations showed a greater age difference than memory for letters. In Experiment 3, older adults had greater difficulty learning novel information than young adults overall, but older adults showed greater deficits learning visuospatial than verbal information. Taken together, the differential deficits observed on both speeded and unspeeded tasks strongly suggest that visuospatial cognition is generally more affected by aging than verbal cognition. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The influence of delaying judgments of learning on metacognitive accuracy: A meta-analytic review.

Many studies have examined the accuracy of predictions of future memory performance solicited through judgments of learning (JOLs). Among the most robust findings in this literature is that delaying predictions serves to substantially increase the relative accuracy of JOLs compared with soliciting JOLs immediately after study, a finding termed the delayed JOL effect. The meta-analyses reported in the current study examined the predominant theoretical accounts as well as potential moderators of the delayed JOL effect. The first meta-analysis examined the relative accuracy of delayed compared with immediate JOLs across 4,554 participants (112 effect sizes) through gamma correlations between JOLs and memory accuracy. Those data showed that delaying JOLs leads to robust benefits to relative accuracy (g = 0.93). The second meta-analysis examined memory performance for delayed compared with immediate JOLs across 3,807 participants (98 effect sizes). Those data showed that delayed JOLs result in a modest but reliable benefit for memory performance relative to immediate JOLs (g = 0.08). Findings from these meta-analyses are well accommodated by theories suggesting that delayed JOL accuracy reflects access to more diagnostic information from long-term memory rather than being a by-product of a retrieval opportunity. However, these data also suggest that theories proposing that the delayed JOL effect results from a memorial benefit or the match between the cues available for JOLs and those available at test may also provide viable explanatory mechanisms necessary for a comprehensive account. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Cortico-striatal contributions to category learning: Dissociating the verbal and implicit systems.

To better characterize the neuropsychological mechanisms of implicit and verbalizable category learning, the author studied weather prediction task (WPT) and information integration task (IIT) performance in patients with Parkinson's disease (PD) and healthy older and younger adults. Both older adults and patients with PD were impaired on the WPT, but only patients were impaired on the IIT, suggesting the 2 tasks rely on dissociable systems. Whereas the IIT appeared to rely on implicit processes, results suggest WPT classification depends on explicit processes. Awareness of underlying structure, hypothesis testing ability, and working memory capacity were all related to accuracy on the WPT but not the IIT. The variability commonly noted in WPT performance may reflect individual differences in hypothesis testing ability. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

An investigation of the role of working memory in procedural skill acquisition.

On the basis of the ACT* production system theory of skill acquisition (Anderson, 1983a, 1987), I generated predictions concerning the role of two proposed classes of working-memory limitations in procedural learning. Individual differences analyses of a laboratory procedural learning task tested these predictions. As hypothesized, measures of controlled attention in working memory predicted initial declarative rule acquisition and proceduralization, and measures of automatic activation in working memory predicted indexes of later production composition and strengthening. Results supported a distinction between two working-memory capacity constructs that impose unique limits on processes of skill acquisition. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Contribution of Organizational Strategy to Verbal Learning and Memory in Adults With Attention-Deficit/Hyperactivity Disorder.

Statistical mediation modeling was used to test the hypothesis that poor use of a semantic organizational strategy contributes to verbal learning and memory deficits in adults with attention-deficit/hyperactivity disorder (ADHD). Comparison of 28 adults with ADHD and 34 healthy controls revealed lower performance by the ADHD group on tests of verbal learning and memory, sustained attention, and use of semantic organization during encoding. Mediation modeling indicated that state anxiety, but not semantic organization, significantly contributed to the prediction of both learning and delayed recall in the ADHD group. The pattern of findings suggests that decreased verbal learning and memory in adult ADHD is due in part to situational anxiety and not to poor use of organizational strategies during encoding. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Selective impairments of memory functioning in unmedicated adults with Gilles de la Tourette's syndrome.

Different forms of memory linked to specific brain regions were assessed in unmedicated adults with Gilles de la Tourette's syndrome (TS) and in normal controls of equivalent age and educational attainment. TS patients were impaired on measures of strategic, working, and procedural memory associated with fronto-striatal function. In contrast, their performance was intact on measures of immediate, semantic, and declarative memory associated with temporal-diencephalic functioning. These findings are consistent with radiological evidence of fronto-striatal abnormalities in TS and provide convergent evidence that a fronto-striatal memory system mediates working memory in humans. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

State-dependent learning in older and younger adults.

In this study state-dependent learning in younger and older adults was compared. State was manipulated by having participants rest or exercise for 5 min, followed by exposure to 3 learning trials of a 20-item word list. After a 20-min delay, participants engaged either in the congruent or in the incongruent activity followed by free-recall trial, cued-recall, and recognition tests. Heart rate, blood pressure, and self-report of distress measures verified that the experimental conditions influenced the participants' physiologic state, but the distracter tasks did not. There was no difference in learning that was due to initial exercise condition, but both age groups showed greater recall when state was congruent before learning and delayed recall. This replicates previous research in which consistent state-dependent learning effects in younger adults were found and supports research suggesting that older adults spontaneously use contextual information to facilitate recall. The demonstration of state-dependent learning in older adults is discussed as an example of implicit memory not affected by aging. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Test prediction and performance in a classroom context.

This study focused on students' ability to predict and postdict test performance in a classroom context. Ninety-nine undergraduate students participated during a semester-length course in which the relation between self-assessment and performance was stressed. Research questions were (a) Can students accurately predict test performance? (b) Does accuracy vary with performance? (c) Does prediction accuracy increase over multiple tests? and (d) Do prior performance and predictions of performance influence subsequent predictions? High-performing students were accurate, with accuracy improving over multiple exams. Low-performing students showed moderate prediction accuracy but good postdiction accuracy. Lowest performing students showed gross overconfidence in predictions and postdictions. Judgments of performance were influenced by prior judgments and not prior performance. Performance and judgments of performance had little influence on subsequent test preparation behavior. (PsycINFO Database Record (c) 2010 APA, all rights reserved)