Some young adults hyper-bind too: Attentional control relates to individual differences in hyper-binding

Davis, Emily E.; Tehrani, Edyta K.; Campbell, Karen L.

doi:10.3758/s13423-024-02464-w

Cited by 2 publications

(6 citation statements)

References 59 publications

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“…Although there were no overall age differences in attentional control, attention related to performance on the explicit memory task. On the implicit task, attention was related to the extent to which children slowed to rearranged pairs (indicative of worse resistance to interference), but not to priming for intact pairs, replicating the results with young adults from Davis et al (2024).…”

Section: Discussionsupporting

confidence: 63%

“…As expected, priming did not relate to age, r (94) = -.13, p = .196, or flanker interference, r (94) = .04, p = .725 (See Figure 3c). These results replicate Davis et al (2024) and suggest that attention relates to children's ability to resolve interference on the implicit associative memory task.…”

Section: Implicit Associative Memory and Attentionsupporting

confidence: 66%

“…We have previously shown in young adults that individual differences in attentional control relate to the ability to resolve interference from rearranged pairs on a similar implicit associative memory task, but not to the amount of priming for intact pairs (Davis et al, 2024). Thus, we were interested in replicating and extending this effect to the child sample tested here.…”

Section: Implicit Associative Memory and Attentionmentioning

confidence: 85%

“…Interference scores were calculated in the same way as in Davis et al (2024): RTs from encoding were regressed onto RTs to rearranged pairs at test and the residual of this regression was used as the interference score. This measure effectively shows the degree of slowdown moving from encoding to retrieval while accounting for any age or attention-related differences in baseline RT that may contribute to RT difference scores (see Healey et al, 2014 for a similar approach).…”

Section: Implicit Associative Memory and Attentionmentioning

confidence: 99%

“…For the implicit associative memory test, we expected attention to relate to the amount of interference experienced for rearranged pairs, but not the amount of priming for intact pairs. We have previously shown that associative priming on this task appears to be made up of both a priming (or speeding up) effect for intact pairs relative to encoding RTs and an interference (or slowing down) effect for rearranged pairs (Davis et al, 2024). Rearranged pairs consist of two familiar items (e.g., basketball and llama; see Figure 1b) that were each originally paired with other items (e.g., butterfly and chair).…”

mentioning

confidence: 99%

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Differential attentional demands on implicit and explicit associative memory in children 8-12 years old

Davis,

Thomas,

Price

et al. 2024

Preprint

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Associative memory improves during childhood, suggesting an age-related improvement in the binding mechanism responsible for linking information together. However, tasks designed to measure associative memory not only measure binding, but also place demands on attention. This makes it difficult to dissociate age-related improvements in memory from the development of attention. One way to reduce attentional demands is to test memory implicitly versus explicitly. In this study, children (8-, 10-, and 12-years-old) completed separate implicit and explicit associative memory tests. For the implicit task, children incidentally encoded pairs of objects by making an object categorization decision. At test, they completed the same task, but unbeknownst to the participants, the pairs were either intact, rearranged, or new. Next, children completed another incidental encoding phase, then an explicit test in which they indicated whether the pairs were intact, rearranged, or new. For the implicit test, all age groups had faster reaction times for intact than rearranged pairs (indicative of implicit associative memory). In the explicit test, memory performance (d’) improved with age. A separate measure of attention related to performance in both the explicit and implicit tasks. Together, these results support that attentional mechanisms are responsible for age-related improvements in associative memory.

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Section: Discussionsupporting

confidence: 63%

Section: Implicit Associative Memory and Attentionsupporting

confidence: 66%

Section: Implicit Associative Memory and Attentionmentioning

confidence: 85%

Section: Implicit Associative Memory and Attentionmentioning

confidence: 99%

mentioning

confidence: 99%

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Differential attentional demands on implicit and explicit associative memory in children 8-12 years old

Davis,

Thomas,

Price

et al. 2024

Preprint

View full text Add to dashboard Cite

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Hyper-Binding: Older Adults Form Too Many Associations, Not Too Few

Campbell,

Davis

2024

Curr Dir Psychol Sci

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Associative memory declines with age, and this decline is thought to stem from a decreased ability to form new associations or bind information together. However, a growing body of work suggests that (a) the binding process itself remains relatively intact with age when tested implicitly and (b) older adults form excessive associations (or “hyper-bind”) because of a decreased ability to control attention. In this article, we review evidence for the hyper-binding hypothesis. This work shows that older adults form more nontarget associations than younger adults, which leads to increased interference at retrieval and forgetting, an effect that may extend to others with poor attentional control, such as children and people with attention-deficit disorder. We discuss why hyper-binding is apparent only under implicit test conditions and how it affects memory for everyday events. Although hyper-binding likely contributes to forgetting, it may also confer certain advantages when seemingly irrelevant associations later become relevant.

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Some young adults hyper-bind too: Attentional control relates to individual differences in hyper-binding

Cited by 2 publications

References 59 publications

Differential attentional demands on implicit and explicit associative memory in children 8-12 years old

Differential attentional demands on implicit and explicit associative memory in children 8-12 years old

Hyper-Binding: Older Adults Form Too Many Associations, Not Too Few

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