The development of memory efficiency and value-directed remembering across the life span: A cross-sectional study of memory and selectivity.

Castel, Alan D.; Humphreys, Kathryn L.; Lee, Steve S.; Galván, Adriana; Balota, David A.; McCabe, David P.

doi:10.1037/a0025623

Cited by 88 publications

(85 citation statements)

References 62 publications

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“…Research has shown that older adults have deficits in various aspects of memory including short-term memory and long-term memory (Kausler, 1994), whereas recent literature indicated that some aspects of metamemory (including prioritization) are preserved or even more pronounced in older adults (Castel et al, 2011; Hertzog & Dunlosky, 2011). Thus, in future research, it is worthwhile to examine age-related similarities and differences in people’s decision to stop or continue to learn.…”

Section: Discussionmentioning

confidence: 99%

When enough is not enough: Information overload and metacognitive decisions to stop studying information.

Murayama¹,

Blake²,

Kerr³

et al. 2016

Journal of Experimental Psychology: Learning, Memory, and Cogni

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People are often exposed to more information than they can actually remember. Despite this frequent form of information overload, little is known about how much information people choose to remember. Using a novel “stop” paradigm, the current research examined whether and how people choose to stop receiving new—possibly overwhelming—information with the intent to maximize memory performance. Participants were presented with a long list of items and were rewarded for the number of correctly remembered words in a following free recall test. Critically, participants in a stop condition were provided with the option to stop the presentation of the remaining words at any time during the list, whereas participants in a control condition were presented with all items. Across five experiments, we found that participants tended to stop the presentation of the items to maximize the number of recalled items, but this decision ironically led to decreased memory performance relative to the control group. This pattern was consistent even after controlling for possible confounding factors (e.g., task demands). The results indicated a general, false belief that we can remember a larger number of items if we restrict the quantity of learning materials. These findings suggest people have an incomplete understanding of how we remember excessive amounts of information.

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Section: Discussionmentioning

confidence: 99%

When enough is not enough: Information overload and metacognitive decisions to stop studying information.

Murayama¹,

Blake²,

Kerr³

et al. 2016

Journal of Experimental Psychology: Learning, Memory, and Cogni

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“…The maturation of frontal lobe functions continues throughout childhood and adolescence (Anderson, Anderson, Northam, Jacobs, & Catroppa, ; Castel et al, ; Klenberg, Korkman, & Lahti‐Nuuttila, ; Luciana & Nelson, ; Rosso et al, ), and is rooted in the protracted structural development of the frontal lobes (Giedd, ; Giedd et al, ; Gogtay et al, ; Sowell et al, ; Sowell et al, ; Sowell, Delis, Stiles, & Jernigan, ; Sowell, Thompson, Holmes, Jernigan, & Toga, ; Sowell, Thompson, & Toga, ; Wu et al, ). Gray matter development in the frontal lobes follows an inverted U‐shaped curve with an increase during preadolescence, followed by a decline during postadolescence (Giedd et al, ; Sowell, Thompson, & Toga, ).…”

Section: Introductionmentioning

confidence: 99%

Maturation changes the excitability and effective connectivity of the frontal lobe: A developmental TMS–EEG study

Määttä

Säïsänen

Kallioniemi

et al. 2019

Human Brain Mapping

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The combination of transcranial magnetic stimulation with simultaneous electroencephalography (TMS–EEG) offers direct neurophysiological insight into excitability and connectivity within neural circuits. However, there have been few developmental TMS–EEG studies to date, and they all have focused on primary motor cortex stimulation. In the present study, we used navigated high‐density TMS–EEG to investigate the maturation of the superior frontal cortex (dorsal premotor cortex [PMd]), which is involved in a broad range of motor and cognitive functions known to develop with age. We demonstrated that reactivity to frontal cortex TMS decreases with development. We also showed that although frontal cortex TMS elicits an equally complex TEP waveform in all age groups, the statistically significant between‐group differences in the topography of the TMS‐evoked peaks and differences in current density maps suggest changes in effective connectivity of the right PMd with maturation. More generally, our results indicate that direct study of the brain's excitability and effective connectivity via TMS–EEG co‐registration can also be applied to pediatric populations outside the primary motor cortex, and may provide useful information for developmental studies and studies on developmental neuropsychiatric disorders.

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“…Specifically, the degree to which people optimize their point score, as measured by the selectivity index (Castel et al, 2002), increases from earlier lists to later lists (Castel, 2008; Castel et al, 2011a). The VDR paradigm is structured such that people learn multiple distinct word lists, with a free recall test after each list and immediate feedback on the number of points earned after each test.…”

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confidence: 99%

Value-based modulation of memory encoding involves strategic engagement of fronto-temporal semantic processing regions

Cohen

Rissman

Suthana

et al. 2014

Cogn Affect Behav Neurosci

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113

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A number of prior fMRI studies have focused on the ways in which the midbrain dopaminergic reward system co-activates with hippocampus to potentiate memory for valuable items. However, another means by which people could selectively remember more valuable to-be-remembered items is to be selective in their use of effective but effortful encoding strategies. To broadly examine the neural mechanisms of value on subsequent memory, we used fMRI to examine how differences in brain activity at encoding as a function of value relate to subsequent free recall for words. Each word was preceded by an arbitrarily assigned point value, and participants went through multiple study-test cycles with feedback on their point total at the end of each list, allowing for sculpting of cognitive strategies. We examined the correlation between value-related modulation of brain activity and participants’ selectivity index, a measure of how close participants were to their optimal point total given the number of items recalled. Greater selectivity scores were associated with greater differences in activation of semantic processing regions, including left inferior frontal gyrus and left posterior lateral temporal cortex, during encoding of high-value words relative to low-value words. Although we also observed value-related modulation within midbrain and ventral striatal reward regions, our fronto-temporal findings suggest that strategic engagement of deep semantic processing may be an important mechanism for selectively encoding valuable items.

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The development of memory efficiency and value-directed remembering across the life span: A cross-sectional study of memory and selectivity.

Cited by 88 publications

References 62 publications

When enough is not enough: Information overload and metacognitive decisions to stop studying information.

When enough is not enough: Information overload and metacognitive decisions to stop studying information.

Maturation changes the excitability and effective connectivity of the frontal lobe: A developmental TMS–EEG study

Value-based modulation of memory encoding involves strategic engagement of fronto-temporal semantic processing regions

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