Selective memory disrupted in intra-modal dual-task encoding conditions

Siegel, Alexander L. M.; Schwartz, Shawn T.; Castel, Alan D.

doi:10.3758/s13421-021-01166-1

Cited by 10 publications

(10 citation statements)

References 116 publications

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“…While value-directed memory effects have been documented under a variety of circumstances, including when attention is divided (Middlebrooks, Kerr, et al, 2017; Siegel & Castel, 2018b; cf. Elliott & Brewer, 2019; Siegel et al, 2021), when attention is involuntarily captured by emotional stimuli (Eich & Castel, 2016), in spatial memory paradigms (Schwartz et al, 2020; Siegel & Castel, 2018a, 2018b; Siegel et al, 2021), in recognition memory paradigms (Elliott & Brewer, 2019; Elliott et al, 2020; Hennessee et al, 2018; Middlebrooks, Murayama, et al, 2017; Spaniol et al, 2014), in young adults with lower working memory capacity (Hayes et al, 2013; Robison & Unsworth, 2017), in cognitively healthy older adults (Ariel et al, 2015; Castel et al, 2013; Siegel & Castel, 2018a; Spaniol et al, 2014), and, to a lesser extent, in both patients with Alzheimer’s disease (Castel et al, 2009; Wong et al, 2019) and attention-deficit/hyperactivity disorder (Castel, Humphreys, et al, 2011; Castel, Lee, et al, 2011), it would be useful to determine if these past findings persist under the specific learning conditions tested in the present studies, and in a more diverse lifespan sample.…”

Section: Discussionmentioning

confidence: 99%

Value-directed memory selectivity relies on goal-directed knowledge of value structure prior to encoding in young and older adults.

Schwartz

Siegel

Eich

et al. 2023

Psychology and Aging

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People are generally able to selectively attend and remember high-value over low-value information. Here, we investigated whether young and older adults would display typical value-based memory selectivity effects for to-be-learned item-value associations when goal-directed information about the meaning of associated values was presented before and after encoding. In two experiments, both young and older adults were presented with one (Experiment 1) or multiple (Experiment 2) lists of words that were arbitrarily paired with different numerical values (e.g., "door-8") or font colors (e.g., "door" presented in red), which indicated each word's value. In Experiment 1, participants were told that the numerical value indicated the relative importance of each item either before they studied the list (preencoding), after they studied it (postencoding), or not at all (no value control instructions). Older adults were significantly more selective in the preencoding condition relative to the other conditions, whereas younger adults were not selective in any condition on this single-list (numerical) value task of Experiment 1. In Experiment 2, young and older adults were tested on four additional lists of both pre-and postencoding trials each after studying and recalling four lists of words without any value instructions. Results from Experiment 2 revealed that both young and older adults selectively prioritized high-value words on the preencoding trials, but not on postencoding trials, on this color-based categorical (low-medium-high) value task. The present study highlights a critical role of goal-directed knowledge of value-based instructions prior to encoding to facilitate typically observed valuedirected memory selectivity for important information. Public Significance StatementThe present study examines how expectations and goals can influence selective memory for important information in young and older adults. We found that awareness of a value-directed goal state prior to learning may be necessary for effective value-based prioritization of important information in memory, and that younger adults may require several trials of learning to effectively engage processes that maximize memory efficiency compared to older adults who quickly engage these processes. Overall, we provide novel evidence regarding the conditions under which young and older adults engage selective memory processes for important information based on when value-directed goals are implemented.

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Section: Discussionmentioning

confidence: 99%

Value-directed memory selectivity relies on goal-directed knowledge of value structure prior to encoding in young and older adults.

Schwartz

Siegel

Eich

et al. 2023

Psychology and Aging

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“…Although divided attention generally impairs memory, previous work has demonstrated that the selective prioritization of valuable information (i.e., selectivity; see Castel et al, 2002) can be preserved in some situations when attention is divided (Middlebrooks et al, 2017;Siegel & Castel, 2018; but see Elliott & Brewer, 2019;Siegel et al, 2021) as well as in other conditions that are detrimental to memory performance like insufficient study time (Middlebrooks et al, 2016). This prioritization of valuable information, especially in conditions where memory is impaired, exemplifies responsible remembering: one's knowledge about selective memory processes allowing for the efficient use of memory to remember important information in a variety of contexts (Murphy & Castel, 2020, 2021a, b, 2022a.…”

Section: Introductionmentioning

confidence: 99%

Responsible attention: the effect of divided attention on metacognition and responsible remembering

Murphy

Castel

2022

Psychological Research

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We are frequently exposed to situations where we need to remember important information when our attentional resources are divided; however, it was previously unclear how divided attention impacts responsible remembering: selective memory for important information to avoid consequences for forgetting. In the present study, we examined participants’ memory for valuable information, metacognitive accuracy, and goal-directed cognitive control mechanisms when under full and divided attention. In Experiment 1, participants were presented with words paired with point values counting towards their score if recalled but were required to “bet” on whether they would remember it. Results revealed that selective memory for high-value information was impaired under divided attention. In Experiment 2, we presented participants with unassociated word pairs and solicited metacognitive predictions of recall (i.e., JOLs). Results revealed that the relative accuracy of participants’ metacognitive judgments was enhanced when studying under divided attention. Experiment 3 examined cognitive control mechanisms to selectively remember goal-relevant information at the expense of information that could potentially be offloaded (i.e., responsible forgetting). Results revealed that participants’ ability to strategically prioritize goal-relevant information at the expense of information that could be offloaded was preserved under divided attention. Collectively, responsible attention encompasses how attentional resources impact one’s ability to engage in responsible remembering and we demonstrate that responsible remembering can be impaired, enhanced, and preserved in certain contexts.

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“…In sum, studies of prospective memory (Cook et al, 2015), episodic memory (Knowlton & Castel, 2022), spatial memory (Schwartz et al, 2020; Siegel et al, 2021) and working memory (Atkinson et al, 2021; Braun et al, 2018; Robison & Unsworth, 2017) all point to an enhancement of memory by reward. However, whereas the studies reviewed above all required participants to use unaided memory, in everyday life we additionally have the opportunity to partner with external tools and devices to help us remember.…”

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confidence: 99%

Value-based routing of delayed intentions into brain-based versus external memory stores.

Dupont¹,

Zhu²,

Gilbert³

2023

Journal of Experimental Psychology: General

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Individuals have the option of remembering delayed intentions by storing them in internal memory or offloading them to an external store such as a diary or smartphone alert. How do we route intentions to the appropriate store, and what are the consequences of this? We report three experiments (two preregistered) investigating the role of value. In Experiment 1, participants preferentially offloaded high-value intentions to the external environment. This improved memory for both high-and low-value content. Experiment 2 replicated the low-value memory enhancement even when only high-value intentions were offloaded. This provides evidence for a cognitive spillover effect: When high-value content is offloaded, internal memory becomes reallocated to low-value content instead. Experiment 3 confirmed a theoretical prediction of this account: participants had superior memory for low-than high-value content when the external store was removed. These results imply that value-based offloading can lead to a cognitive spillover effect from high-to low-value content, similar to the automatic allocation of "spare" capacity that has been proposed in the domain of visual attention. Individuals prioritize high-value information for external memory; consequently, they can be left with predominantly low-value information if it fails.

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Selective memory disrupted in intra-modal dual-task encoding conditions

Cited by 10 publications

References 116 publications

Value-directed memory selectivity relies on goal-directed knowledge of value structure prior to encoding in young and older adults.

Value-directed memory selectivity relies on goal-directed knowledge of value structure prior to encoding in young and older adults.

Responsible attention: the effect of divided attention on metacognition and responsible remembering

Value-based routing of delayed intentions into brain-based versus external memory stores.

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