You can go your own way: effectiveness of participant-driven versus experimenter-driven processing strategies in memory training and transfer

Flegal, Kristin E.; Lustig, Cindy

doi:10.1080/13825585.2015.1108386

Cited by 14 publications

(11 citation statements)

References 62 publications

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“…106 healthy older adults were recruited from the Ann Arbor community as part of a larger cognitive training study (Flegal & Lustig, 2012; Lustig & Flegal, 2008) and were compensated for their participation. The results reported here pertain to measures obtained during the baseline session, before training occurred.…”

Section: Methodsmentioning

confidence: 99%

Everyday memory errors in older adults

Ossher

Flegal

Lustig

2013

Aging, Neuropsychology, and Cognition

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Despite concern about cognitive decline in old age, few studies document the types and frequency of memory errors older adults make in everyday life. In the present study, 105 healthy older adults completed the Everyday Memory Questionnaire (EMQ; Sunderland, Harris, & Baddeley, 1983), indicating what memory errors they had experienced in the last 24 hours, the Memory Self-Efficacy Questionnaire (MSEQ; West, Thorn, & Bagwell, 2003), and other neuropsychological and cognitive tasks. EMQ and MSEQ scores were unrelated and made separate contributions to variance on the Mini Mental State Exam (MMSE; Folstein, Folstein, & McHugh, 1975), suggesting separate constructs. Tip-of-the-tongue errors were the most commonly reported, and the EMQ Faces/Places and New Things subscales were most strongly related to MMSE. These findings may help training programs target memory errors commonly experienced by older adults, and suggest which types of memory errors could indicate cognitive declines of clinical concern.

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Section: Methodsmentioning

confidence: 99%

Everyday memory errors in older adults

Ossher

Flegal

Lustig

2013

Aging, Neuropsychology, and Cognition

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“…For example, students allocate more time studying information that is associated with higher point values (Dunlosky & Thiede, 1998) and students perform better when they know the format in which they will be tested (Thiede, Wiley, & Griffin, 2011). While older adults may not use effective memory strategies spontaneously, they recognize the effectiveness of such strategies after being told about them, providing more evidence for the possible benefit of task instructions, even if older adults do not implement those strategies as successfully as younger adults do (Flegal & Lustig, 2016;Frankenmolen et al, 2017;Hertzog, Price, & Dunlosky, 2012). Instructing participants that they will be tested on the gist of the forecast may help them perform better on a later test by directing their attention toward the information they will be asked to recall later.…”

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confidence: 99%

Memory for Weather Information in Younger and Older Adults: Tests of Verbatim and Gist Memory

Gallo

Hargis

Castel

2019

Experimental Aging Research

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Background/Study Context: Memory for specific, verbatim details tends to decline with age, and reliance on gist-based information increases. However, instructions that direct attention toward certain types of information can benefit memory accuracy for that information. Previous work has examined gist-based and verbatim memory for images, but little work has utilized stimuli that participants may study in their daily lives, such as a weather forecast. Methods:The current study examined how younger and older adults recall both general, gistbased information and specific, verbatim details of a weather forecast, and whether differences in the task instructions to focus on gist-based information may affect recall. Two study-test cycles with different forecasts were used to determine whether experience with the task may affect performance. Results:While there was no effect of additional gist-based instructions on recall of gist-based information, participants who received the additional instructions recalled fewer verbatim details than those who did not. There were no age-related differences in recall of the gist of the forecast, but younger adults correctly recalled more verbatim details than older adults did. Conclusion:Environmental support and use of gist-based processing can allow both younger and older adults to remember information that can be useful in their daily lives. The current study informs future research on prospective memory and memory for everyday information.

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“…It may be fruitful to educate older adults about different encoding situations that promote successful memory encoding. In fact, this approach should be more effective than training older adults on using effortful encoding strategies, as it has been found that older adults show larger memory improvements when given encoding environments that prompt them to self-generate encoding strategies than when they are instructed to employ specific strategies (Flegal & Lustig, 2016). In addition, because the encoding manipulations tested in this Dissertation are not specific to learning of word pairs, the same memory benefits should also be transferrable to associative memory for other stimuli, such as pictures.…”

Section: Discussionmentioning

confidence: 99%

Age-related associative memory deficit: simulation and strategies to improve performance

Wong¹

2021

Preprint

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According to the associative deficit hypothesis, older adults experience greater difficulty in remembering associations between pieces of information (associative memory) than young adults, despite their relatively intact memory for individual items (item memory). Recent research suggests that this deficit might be related to older adults’ reduced availability of attentional resources – the reservoir of mental energy needed for the operations of cognition functions. The purpose of this Dissertation was to examine the role of attentional resources in associative deficit, and to explore encoding manipulations that might alleviate the deficit in older adults. In Study 1, young adults’ attentional resources during encoding of word pairs were depleted using a divided attention task. These participants showed an associative deficit commonly observed in older adults, and were less likely to use effective encoding strategies and recollection-based processes to support their memory in comparison to young adults under full attention. The resemblance in memory performance between young adults under divided attention and older adults suggests that lack of attentional resources might be a contributing factor in older adults’ associative deficit. In Study 2, participants’ resource load during encoding was reduced by learning individual items and their associations sequentially in two phases. Older adults in this condition showed equivalent memory performance to young adults, and were more likely to use effective encoding strategies and recollection-based processes than older adults in Study 1 who studied items and associations simultaneously. Finally, Study 3 employed a value-directed learning paradigm, in which participants studied high- and low-value word pairs. Older adults showed similar memory performance for both high- and low-value word pairs as young adults, without any signs of associative deficit. Assigning value to associative information might prompt older adults to prioritize associative encoding over item encoding, which benefits their associative memory. Taken together, these results suggest that depletion of attentional resources during encoding could impair associative memory. Furthermore, older adults’ associative deficit could be effectively alleviated with sufficient environmental support during encoding, such as when resource competition between item and associative encoding is minimized (Study 2) or when being guided to prioritize encoding of associations over items (Study 3).

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You can go your own way: effectiveness of participant-driven versus experimenter-driven processing strategies in memory training and transfer

Cited by 14 publications

References 62 publications

Everyday memory errors in older adults

Everyday memory errors in older adults

Memory for Weather Information in Younger and Older Adults: Tests of Verbatim and Gist Memory

Age-related associative memory deficit: simulation and strategies to improve performance

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