1. Overview- Lecture 6 1.Types of Memory: Age Differences 2.The Phenomenon 3.Information Processing Framework 4.Cognitive and Social Cognitive Explanations 5.Memory Training 6.Myth Busting: Facts on Aging Revisited

2. Overview- Lecture 6 1.Types of Memory: Age Differences 2.The Phenomenon 3.Information Processing Framework 4.Cognitive and Social Cognitive Explanations 5.Memory Training 6.Myth Busting: Facts on Aging Revisited

3. Types of Memory Semantic priming Free recall Recall 7 numbersSimple Span Episodic memory Semantic memory Procedural memoryRiding a bicycle Source memoryWord spoken or read Working memoryComputational span Flashbulb memory Details of distinctive event Implicit memoryRepetition priming Tip of tongueRecall familiar word Remote memory Events from past Autobiographical memory Personal events from past Prospective memory something in future False Memory Untrue memories

4. Aging and Memory Semantic priming Free recall Recall 7 numbersSimple span Episodic memory Semantic memory Procedural memoryRiding a bicycle Source memoryWord spoken or read Significant None Working memoryComputational spanSignificant Flashbulb memory Details of distinctive event Significant Implicit memoryRepetition primingNone or small Significant Tip of tongueRecall familiar word Significant Remote memory Minimal Events from pastSignificant Autobiographical memory Personal events from past None if event important “Reminiscence bump” Prospective memory something in future None or small Significant for for time- based (self-initiated) False Memory Untrue memoriesSignificant Age Difference?

5. Overview- Lecture 6 1.Types of Memory: Age Differences 2.The Phenomenon 3.Information Processing Framework 4.Cognitive and Social Cognitive Explanations 5.Memory Training 6.Myth Busting: Facts on Aging Revisited

6. The Phenomenon

7. The Phenomenon Shown another way Memory –lists (words, digits) –sentences –texts (read/listen) –source/reality monitoring –cued recall –free recall etc.

8. Is the age difference important? Applied Reasons Theoretical Reasons

9. Overview- Lecture 6 1.Types of Memory: Age Differences 2.The Phenomenon in Need of Explaining 3.Information Processing Framework 4.Cognitive and Social Cognitive Explanations 5.Memory Training 6.Myth Busting: Facts on Aging Revisited

10. Assumptions of Information Processing 1.People are active 2.Quantitative and Qualitative aspects of performance can be examined 3.Series of hypothetical stores

11. Information Processing Framework: Memory SENSORY STORE SENSORY STORE Visuo-spatial Scratch Pad Visuo-spatial Scratch Pad Phonological Store Phonological Store Central Executive Central Executive Episodic memory Episodic memory Semantic memory Semantic memory Procedural memory Procedural memory WORKING MEMORY LONG-TERM MEMORY

12. If there are age differences Is it because of a storage problem? Is it because of a processing problem? A combination?

13. Investigating the Nature of Age-Differences: 1.Process-oriented approach 2.Correlational approach

14. Overview- Lecture 6 1.Types of Memory: Age Differences 2.The Phenomenon in Need of Explaining 3.Information Processing Framework 4.Cognitive and Social Cognitive Explanations 5.Memory Training 6.Myth Busting: Facts on Aging Revisited

15. Explanations: Hypothesis 1 Cognitive Basis decline in working memory capacity (e.g., Wingfield et al., 1988)

16. Working Memory Task COMPUTATIONAL SPAN: COMPUTATIONAL SPAN: Complete these addition problems. second What was the second number in each problem? 5 + 6 = ? 4 + 3 = ? 8 + 9 = ?

17. Memory: Effects of Aging on Working Memory Visuo-spatial Scratch Pad Visuo-spatial Scratch Pad Phonological Store Phonological Store Central Executive Central Executive WORKING MEMORY Deficits in spatial memoryDeficits in spatial memory Clear age-related decrements Decrease in articulation rateDecrease in articulation rate Affects processing of informationAffects processing of information

18. Explanations Cognitive Basis –age-variance can be accounted for by taking into account age differences in working memory capacity

19. Working Memory Capacity Hypothesis But why does capacity decrease? Is there a more focused (fundamental) account?

20. Explanations: Hypothesis 2 Cognitive Basis –decline in working memory capacity (e.g., Wingfield et al., 1988) –decline in processing speed (Salthouse, 1996)

21. Explanations Cognitive Basis –age-variance can be accounted for by taking into account decline in processing speed (Salthouse, 1996)

22. What is Speed? Psychomotor Speed Process a signalProcess a signal Prepare a responsePrepare a response Execute that responseExecute that response = amount of time taken to:

23. Psychomotor Speed Reaction time studies: A Item called target will appear on screen Push button when target appears

24. Psychomotor Speed Types of reaction time studies: SimpleSimple Target is present or not ChoiceChoice Perform one response for one stimulus Perform different response for another stimulus ComplexComplex Multiple targets, many decisions Multiple targets, many decisions

25. Reaction Time Reaction Time Age Psychomotor Speed Reaction time increases with age: Reflects biological Aging

26. Psychomotor Speed: Age Difference General Slowing Hypothesis Age Complexity Hypothesis Aging causes general decline of information processing speedAging causes general decline of information processing speed Age differences increase with increasing complexity of taskAge differences increase with increasing complexity of task Explanations

27. Information Processing: Psychomotor Speed Brinley Plot Plot of RT of old to RT of youngPlot of RT of old to RT of young Supports the General Slowing HypothesisSupports the General Slowing Hypothesis Sliwinski & Hall, 1998

28. Speed deficit hypothesis ( Salthouse) Limited energy for cognitive processes Reductions in CNS capacity Decreased working memory Impact on Working Memory Operations

29. Mechanisms Limited Time Mechanism Simultaneity Mechanism

30. Speed Hypothesis The hypothesis to beat. Is speed the whole story?

31. Review Attentional Resources (Salthouse) Limited energy for cognitive processes Reductions in CNS capacity IncreasedReactionTimeIncreasedReactionTime

32. Speed deficit hypothesis ( Salthouse) Limited energy for cognitive processes Reductions in CNS capacity Decreased working memory Impact on Working Memory

33. Why else might RT increase and Working Memory decrease? Focus on Attention

34. What is Attention? Attention=Attention= Ability to focus or concentrateAbility to focus or concentrate Shift focus as neededShift focus as needed Further cognitive operations Information

35. Type of Attention Positive priming Example Effects of Aging Prime decreases search time for target Should benefit older adults Information Processing: Attention (see Text on this section) Negative priming Target on one trial is distractor on next Negative Cuing Cue indicates where target will appear Results not clear Memory search- consistent mapping Target held in memory and does not change Older adults can develop automatic search Memory search- varied mapping Target changes with distractor Negative Divided attention Dichotic listening Significant but not when individual tasks controlled Watch screen for event Increase with frequency, unpredictability of target Sustained attention

36. Inhibitory Deficits (Hasher & Zacks) Limited resources for inhibition Activation Inhibition Attention Attention requires: Another reason RT increases IncreasedReactionTimeIncreasedReactionTime

37. Inhibitory Deficit (Hasher & Zacks) Accumulation of “mental clutter” Inhibit irrelevant information Remove unnecessary information Memory Memory requires: Working memory deficits Working Impact on Working Memory

38. Explanations: Hypothesis 3 Cognitive Basis –decline in working memory capacity (e.g., Wingfield et al., 1988) –decline in processing speed (Salthouse, 1996) –declining inhibitory efficiency (Hasher & Zacks, 1988)

39. Explanations Cognitive Basis –age-variance can be accounted for by taking into account age differences in inhibition

40. Evidence for Decline in Inhibition Stroop Interference Negative Priming

41. INSTRUCTIONS: INSTRUCTIONS: Read the color of the INK don’t matchmatch EFFECT: Response is slower when colors don’t match than when colors match the ink redred yellowyellow greengreen Stroop Interference

42. INSTRUCTIONS:RED INSTRUCTIONS: Identify the RED letter A EFFECT: Response is slower to A PRIMING TRIAL: AX CRITICAL TRIAL: AX Negative priming

43. Explanations: Summary Cognitive Basis –age-variance can be accounted for by taking into account cognitive mediators…but not all (Kwong See & Ryan, 1995) –other mediators?

44. Explanations: Hypothesis 4 Social Cognitive Basis –internalizing negative old age stereotypes compromises performance? –Some evidence (e.g., Levy & Langer, 1994)

45. Overview- Lecture 6 Types of Memory: Age Differences The Phenomenon Information Processing Framework Cognitive and Social Cognitive Explanations Memory Training Myth Busting: Facts on Aging Revisited

46. Memory Training EIEIO classification External Memory Aids Internal Memory Aids

47. Memory Training Characteristics of a successful program –own memory strategies –self-guided practice –consistency with preferred learning style –cognitive restructuring Some good applications

48. Overview- Lecture 6 Types of Memory: Age Differences The Phenomenon Information Processing Framework Cognitive and Social Cognitive Explanations Memory Training Myth Busting: Facts on Aging Revisited

49. Myth Busing: Facts on Aging Revisited # 8 Aged drivers have fewer accidents per driver than those under age 65. »True

50. Myth Busing: Facts on Aging Revisited #12Old people usually take longer to learn something new. True

51. Myth Busing: Facts on Aging Revisited # 14Older people tend to react slower than younger people. True