Exposure to Memory-Relevant versus Memory-Irrelevant Aging Stereotypes Differentially Affects Memory Self-Perceptions and Memory Test Scores of Young, Middle, and Older Age Adults.

This study examined the combined influence of assimilation and contrast effects on the memory self-efficacy and objective memory of young (ages 18-25, n = 114), middle-age (ages 26-59, n = 48), and older (ages 60-98, n = 59) adults. We reminded participants that they matched positive, not negative, memory-relevant or memory-irrelevant stereotypes of aging either before (experimental conditions) or after (control condition) they completed a memory self-efficacy questionnaire and took a memory test. Participants exposed to memory-relevant aging stereotypes prior to other measures reported higher memory self-efficacy than those exposed to memory-irrelevant stereotypes; this effect did not depend on age group. In contrast, the effect of stereotype exposure on memory performance differed with age. Young and older, but not middle-aged, adults showed differences in their memory scores depending on whether they were exposed to memory-relevant, memory-irrelevant or no aging stereotypes. In general, exposure to stereotypes (particularly those relevant to memory) had a negative influence on memory that contrasted with its positive effect on memory self-efficacy. Together, these results indicate that exposure to aging stereotypes can have opposing effects on the memory self-efficacy and objective test performance of adults of various ages and that the relevance of the stereotypes to the cognitive domain being assessed matters.

Longitudinal changes in gray matter correspond to changes in cognition across the lifespan: implications for theories of cognition.

The present study examines the association between gray matter volume and cognition. Studies that have examined this issue have focused primarily on older adults, whereas the present study examines the issue across the entire adult lifespan. A total of 463 adults, ages 20-88 at first assessment, were followed longitudinally across three assessments over 8-10years. Significant individual differences in a general cognition measure comprised of measures of speed of processing, working memory, and episodic memory were observed, as well as in measures of cortical and subcortical gray matter. Parallel process latent growth curve modeling showed a reliable relationship between decreases in cortical matter and cognitive decline across the entire adult lifespan, which persisted after controlling for age effects. Implications of these findings in relation to progression toward dementia, risk assessment, cognitive intervention, and environmental factors are discussed, as well as implications for theories of cognitive aging.

Instructing Use of an Effective Strategy Improves Recognition Memory in Healthy Adults.

OBJECTIVES: Age-related memory decrements correlate with metacognitive declines, including knowledge and deployment of effective mnemonic encoding strategies. However, whether imparting such strategy suffices for mitigating memory differences is unclear. METHOD: In a longitudinal study of 276 healthy adults aged 18-79 years, we tested associative and working memory, and assessed beliefs regarding mnemonic strategies. Testing was repeated every 2 years, 5 times. Starting with the third occasion, we instructed participants to use an effective mnemonic strategy (sentence generation). Using continuous-time dynamic modeling, we assessed changes in the item and associative recognition, intervention effects, and their relations with age, sex, meta-memory beliefs, working memory, and metabolic health. RESULTS: Younger age, better working memory, and stronger belief in effective mnemonic strategies predicted better recognition, whereas instructional intervention attenuated associative memory deficits, with some persistence over time. DISCUSSION: The present findings show merely imparting effective strategies holds promise for mitigating age-related associative memory deficits.

The role of metacognitive uncertainty in the delayed retrieval shift of older adults.

Strategic choice behavior of older adults in many skill acquisition tasks can be characterized as a delayed and/or incomplete shift to a more efficient retrieval-based strategy, even when older adults possess the requisite knowledge to use it successfully. The noun-pair lookup task (NPLT) requires verification of whether a centrally presented word pair matches one of a set of pairs displayed at the top of the screen. Because the pairings do not change, verification can be made from memory as the associations are learned. This study examines the role of metacognitive uncertainty in explaining older adults' delayed retrieval shift in the NPLT. Older and younger adults participated in a NPLT with previously learned items and new items. For each trial, the look-up table was shown only if the scanning strategy was selected. Some participants were given a precue informing whether the item had been previously learned. Retrieval strategy choice was low for older adults but precueing increased its frequency. Older adults' retrieval choices had minimal costs on NPLT accuracy, suggesting that the delayed retrieval shift can be exacerbated by metacognitive uncertainty that was reduced by precueing. The role of metacognitive uncertainty in older adults' retrieval avoidance was supported by a robust item-level regression effect of retrospective confidence judgments during prelearning tests and later NPLT retrieval strategy choices for older adults.

Are age differences in recognition-based retrieval monitoring an epiphenomenon of age differences in memory?

Older adults often demonstrate a monitoring deficit by producing more high-confidence memory errors on recognition memory tests. To eliminate lower memory performance by older adults (OA) as a candidate explanation, we studied how distinctive encoding enhances the retrieval-monitoring accuracy in older adults and younger adults (YA) under different delays (2-day delay for OA, 7-day delay for YA). Individuals viewed items consisting of four randomly selected exemplars (e.g., SALMON, BASS, PERCH, and SHARK) from a taxonomic category (e.g., FISH), one being designated as the to-be-remembered target. Participants were randomly assigned to two encoding conditions: Shared (generate a shared feature of all exemplars, e.g., GILLS) or Distinctive (generate a distinctive feature of the designated target). We collected retrospective confidence judgments (RCJs) after a five-alternative forced-choice (5AFC) recognition test, with the lures being either previously presented (old) exemplars or new category exemplars. Recall and recognition memory were better with distinctive encoding, with shared feature generation producing more high-confidence false alarms (HCFAs). Distinctive encoding dramatically reduced HCFAs and improved RCJ resolution. Comparison of OA with 2-day delay YA revealed age differences in HCFA consistent with previous studies. As important, age differences in memory for OA and 7-day delay YA were minimized, eliminating age deficits in HCFAs. Matching OAs to a subset of 7-day delay YAs on recognition memory produced additional evidence favoring the null hypothesis of age-equivalence in HCFAs. The results therefore indicated that age differences in recognition-based retrieval monitoring in a forced-choice recognition test are an epiphenomenon of age differences in memory. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Category norms with a cross-sectional sample of adults in the United States: Consideration of cohort, age, and historical effects on semantic categories.

This paper describes normative data for newly collected exemplar responses to 70 semantic categories described in previous norming studies (Battig & Montague, Journal of Experimental Psychology, 80(3, pt.2): 1-46, 1969; Van Overschelde, Rawson, & Dunlosky, Journal of Memory and Language, 50(3): 289-335, 2004; Yoon et al., Psychology and Aging, 19(3), 379-393, 2004). These categories were presented to 246 young (18-39 years), middle (40-59 years), and older (60 years and older) English-speaking adults living in the United States who were asked to generate as many category exemplars as possible for each of the 70 categories. In order to understand differences in normative responses, we analyzed these responses a) between age groups within the current sample and b) in comparison to three previously published sets of norms. Experimental studies using such norms typically assume invariance of normative likelihoods across age and historical time. We replicate previous findings such that exemplar frequency correlations suggest moderate stability in generated category members between age groups and cohorts for many, but not all, categories. Further, analyses of rank-order correlations highlight that the traditional measure of typicality may not capture all aspects of typicality, namely that for some categories there is high consistency in the frequency of exemplars across age groups and/or norms, but the ordering of those exemplars differs significantly. We include a cluster analysis to aid in grouping categories based on relative stability across time, cohort, and age groups. These results emphasize the importance of maintaining and updating age-differentiated category norms.

Initial Evidence for the Efficacy of an Everyday Memory and Metacognitive Intervention.

BACKGROUND AND OBJECTIVES: The objective of this paper is to demonstrate the efficacy of an Everyday Memory and Metacognitive Intervention (EMMI) designed to improve everyday functioning of older adults. The EMMI emphasizes self-regulation as a behavioral approach to take priority over habitual behaviors that often impede everyday functioning. RESEARCH DESIGN AND METHODS: This study used a quasi-experimental design (intervention vs waitlist control) to test whether the EMMI improved several aspects of everyday cognition. Thirty-three EMMI participants (M age = 70.24) were compared to 20 control participants (M age = 71.70 years). The 2 groups were compared on everyday memory failures and successes, measures of well-being, subjective memory, and a prospective memory task. RESULTS: Participants who received the EMMI reported more memory successes and fewer memory failures over a 10-day measurement period postintervention. In addition, EMMI participants reported significantly higher life satisfaction and better subjective memory at posttest than the control group. Critically, the EMMI participants performed better on a laboratory contact prospective memory task. DISCUSSION AND IMPLICATIONS: The results from this study suggest that the EMMI is a promising approach that has potential to improve everyday memory functioning and perhaps help extend functional independence. Future studies will include randomized controlled trials as well as electronic measurement of memory incidents.

Age differences in item selection behaviors and subsequent memory for new foreign language vocabulary: Evidence for a region of proximal learning heuristic.

We examined younger and older adults' item selection behaviors to assess heuristics for self-regulating learning of English meanings of Chinese characters varying widely in figural complexity. Two study-test trials were used to assess whether (a) item selection behaviors on the first study opportunity would show evidence for a difficulty-based heuristic as posited by Metcalfe's (2002) region of proximal learning (RPL) theory, or alternatively, influences of habitual English-language reading order (i.e. left-to-right, top-to-bottom); (b) whether second-trial selection behaviors were better predicted by RPL or by the discrepancy reduction model (DRM; Dunlosky & Hertzog, 1998); and (c) whether Trial 1 test performance would alter Trial 2 study in a manner predicted by RPL. DRM stipulates people select any item for study at Trial 2 that was not previously recalled. RPL states that people study only items they believe they can learn, avoiding complex items above their subjective RPL. Stimuli were 36 Chinese-English vocabulary pairs randomly presented in six 2 × 3-element grids. Both habitual reading order and stimulus complexity at Trial 1 affected order of study, with participants of both age groups manifesting a preference to study less complex characters. However, older adults showed larger effects of stimulus complexity whereas younger adults had larger effects of habitual reading order. At Trial 2, older adults showed a greater tendency to avoid studying the most complex Chinese characters, consistent with RPL, which contributed to their lower rates of vocabulary acquisition. Older adults' more conservative RPLs appeared to constrain their degree of self-regulated learning. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

Fostering Self-Management of Everyday Memory in Older Adults: A New Intervention Approach.

Traditional memory strategy training interventions improve older adults' performance on tests of episodic memory, but have limited transfer to episodic memory tasks, let alone to everyday memory. We argue that an alternative approach is needed to assist older adults to compensate for age-related cognitive declines and to maintain functional capacity in their own natural ecologies. We outline a set of principles regarding how interventions can successfully train older adults to increase successful goal pursuit to reduce risks of everyday memory failures. We argue that training individuals to use metacognitive self-regulatory strategies to proactively manage formulation and pursuit of daily goals can compensate for age-related cognitive changes and increase the likelihood of goal attainment. We then describe an intervention approach that instantiates these principles in a multi-modal intervention that is unique in its three-phase approach: (1) individualized assessment of an individual's current approaches to self-regulation; (2) training memory strategies, self-management skills, and new habits of mind in a group training context; and (3) a behavioral shaping period in which individuals receive coaching and feedback on their efforts to use trained procedures to improve everyday cognition. A recently completed study conducted an initial test of the intervention, with highly encouraging results. We advocate further efforts to replicate, extend, and fine-tune this type of intervention. The ultimate goal is to be able to deliver the intervention in a way that increases its potential reach, including to subpopulations of older adults at risk for everyday cognitive impairments.

Age, cohort, and period effects on metamemory beliefs.

Questionnaires like the Metamemory in Adulthood Questionnaire (MIA; Dixon, Hultsch, & Hertzog, 1988) have been used to examine longitudinal changes and cross-sectional age differences in multiple metamemory facets (e.g., memory self-efficacy). This study used 3 independent cross-sectional samples (N = 1,555; ages 55-85) from the Victoria Longitudinal Study collected in 1986, 1992, and 2000 to evaluate period and cohort effects on 8 MIA scales. Alternative general linear models analyzed age, cohort, and period effects, while subsequently assessing gender differences in metamemory beliefs. Period effects were detected on the MIA Internal Strategy and External Strategy scales; self-reported use of internal strategies decreased while use of external memory aids increased over the historical period. Reliable cohort (generational) differences were found for MIA Change, with the lowest levels of perceived change in individuals born between 1916 and 1925. MIA Task, measuring knowledge about memory, produced small age and cohort effects. Gender differences emerged in metamemory, especially for the Internal Strategy and External Strategy scales (women reporting higher strategy use). Gender differences were also seen for the Capacity, Locus, Anxiety, and Achievement scales, with women reporting higher perceived memory efficacy, control, memory anxiety, and greater motivation to have better memory, respectively. The historical trends in metamemory beliefs should be replicated with other measures and other populations; however, the results generally confirm conclusions from earlier cross-sectional studies regarding age sensitivity of metamemory beliefs from middle age to old age. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

Behaviors and Strategies Supporting Everyday Memory in Older Adults.

BACKGROUND: Little is known about the means by which older adults achieve memory-demanding goals in everyday life or alternatively about why they fail to do so. OBJECTIVES: We conducted qualitative interviews to evaluate what older people do to support everyday memory functioning. A principal focus was on understanding the ways in which individuals use internal memory strategies and external memory aids. METHODS: We interviewed 25 community-dwelling older adults (mean age 70 years) in a semi-structured interview. The transcribed results were coded by extracting segments of the interviews and classifying the responses into emergent categories. All coded interview segments were reviewed by category. Memos were created and relevant themes identified. RESULTS: The older adults reported everyday memory failures (such as forgetting names), often without nominating explicit methods for avoiding these problems. They also reported using a number of external memory aids such as calendars and lists. Our interviews indicated this use was typically a part of complex routines and habits of living that often seemed vulnerable to errors. For instance, people would report filling medication organizers or completing to-do lists without mentioning plans for how to effectively use these aids later. Furthermore, they often reported reliance on spontaneous encoding and retrieval - for example, stating that they would routinely remember to perform important actions in the future. CONCLUSIONS: Older adults' reported everyday memory failures were linked to suboptimal use of external memory aids and to a reliance on incidental learning and remembering. There is potential value for interventions that improve procedures for managing everyday life goals that rely on memory.

What makes us busy? Predictors of perceived busyness across the adult lifespan.

Busier people tend to perform better on cognitive tasks than less busy individuals. Nevertheless, the characteristics that are associated with greater perceived busyness are unknown. To address this question participants (N = 463) from the Dallas Lifespan Brain Study (ages 20-89) completed a self-report busyness assessment and demographic, health, personality, and lifestyle measures. Results revealed that perceived busyness peaked in 30-year-olds, showed age-related decreases until age 60, and then remained stable. Moreover, women generally reported being busier than men. Analysis of age by gender interactions revealed that men exhibited a significant cubic age effect for busyness, whereas women did not. Overall, younger age, female gender, agreeableness, neuroticism, frequent participation in novel activities, and enjoyment of cognitive processing were independently associated with being busier, and the characteristics related to busyness were generally stable across age. Notably, participation in novel activities and need for cognition were the most predictive lifestyle characteristics, supporting the framing of busyness as an indicator of mental engagement. We also propose personality-based sources of self-generated and other-generated busyness.

Cortisol relates to regional limbic system structure in older but not younger adults.

We investigated if the relationship between age and regional limbic system brain structure would be moderated by diurnal cortisol output and diurnal cortisol slope. Participants aged 23-83 years collected seven salivary cortisol samples each day for 10 consecutive days and underwent magnetic resonance imaging. Age, sex, cortisol, and an age x cortisol interaction were tested as predictors of hippocampal and amygdalar volume and caudal and rostral anterior cingulate cortex (ACC) thickness. We found significant interactions between age and cortisol on left and right amygdalar volumes and right caudal ACC thickness. Older adults with higher cortisol output had smaller left and right amygdalar volumes than older adults with lower cortisol output and younger adults with higher cortisol output. Older and younger adults with lower cortisol output had similar amygdalar volumes. Older adults with a steeper decline in diurnal cortisol had a thicker right caudal ACC than younger adults with a similarly shaped cortisol slope. Hippocampal volume was not related to either cortisol slope or output, nor was pallidum volume which was assessed as an extra-limbic control region. Results suggest that subtle differences in cortisol output are related to differences in limbic system structure in older but not younger adults.

Are there Sex Differences in Confidence and Metacognitive Monitoring Accuracy for Everyday, Academic, and Psychometrically Measured Spatial Ability?

The current study evaluated sex differences in (1) self-perceptions of everyday and academic spatial ability, and (2) metacognitive monitoring accuracy for measures of spatial visualization and spatial orientation. Undergraduate students completed the Paper Folding Test, Spatial Relations Test, and the Revised Purdue Spatial Visualization Test while making confidence judgments (CJs) for each trial. They also made global estimates of performance and rated their ability to perform several everyday and academic spatial scenarios. Across multiple spatial measures, female students displayed lower confidence in their item-level monitoring and global assessments of performance than did male students, even when no actual differences in spatial performance occurred. Women were also less confident in their self-assessments of their visualspatial ability for scientific domains than were men. However, the absolute and relative accuracy of CJs did not differ as a function of sex suggesting that women can monitor their spatial performance as well as men.

Is subjective memory specific for memory performance or general across cognitive domains? Findings from the Seattle Longitudinal Study.

A growing body of research has examined whether people's judgments of their own memory functioning accurately reflect their memory performance at cross-section and over time. Relatively less is known about whether these judgments are specifically based on memory performance, or reflect general cognitive change. The aim of the present study was to examine longitudinal associations of subjective memory with performance in tests of episodic memory and a wide range of other cognitive tests, including the Wechsler Adult Intelligence Scale-Revised (WAIS-R) Block Design, Comprehension, Digit Span, Digit Symbol, and Vocabulary subtests. We applied latent growth curve models to five occasions over up to 16 years of neuropsychological assessments from 956 participants of the Seattle Longitudinal Study (SLS; 57% women; age at baseline: M = 65.1, SD = 11.4, 38 - 96 years). Results revealed that lower self-reported Frequency of Forgetting was significantly associated with better performance in all cognitive domains at baseline. The baseline correlation of Frequency of Forgetting with memory performance was stronger than its correlations with performance in other cognitive tests. Furthermore, additional analyses with baseline data showed that a latent memory performance factor reliably predicted Frequency of Forgetting after controlling for a general cognitive factor. Over time, steeper increases in Frequency of Forgetting were associated with steeper declines in tests of memory performance and in the Block Design and Digit Symbol subtests. Taken together, these findings suggest that although self-reported Frequency of Forgetting reflects performance in a broad range of other cognitive domains, it also shows some specificity for memory performance. (PsycINFO Database Record

Precision, Reliability, and Effect Size of Slope Variance in Latent Growth Curve Models: Implications for Statistical Power Analysis.

Latent Growth Curve Models (LGCM) have become a standard technique to model change over time. Prediction and explanation of inter-individual differences in change are major goals in lifespan research. The major determinants of statistical power to detect individual differences in change are the magnitude of true inter-individual differences in linear change (LGCM slope variance), design precision, alpha level, and sample size. Here, we show that design precision can be expressed as the inverse of effective error. Effective error is determined by instrument reliability and the temporal arrangement of measurement occasions. However, it also depends on another central LGCM component, the variance of the latent intercept and its covariance with the latent slope. We derive a new reliability index for LGCM slope variance-effective curve reliability (ECR)-by scaling slope variance against effective error. ECR is interpretable as a standardized effect size index. We demonstrate how effective error, ECR, and statistical power for a likelihood ratio test of zero slope variance formally relate to each other and how they function as indices of statistical power. We also provide a computational approach to derive ECR for arbitrary intercept-slope covariance. With practical use cases, we argue for the complementary utility of the proposed indices of a study's sensitivity to detect slope variance when making a priori longitudinal design decisions or communicating study designs.

Is subjective memory change in old age based on accurate monitoring of age-related memory change? Evidence from two longitudinal studies.

Subjective memory change (SMC) in adulthood involves the perception that one's memory has declined from earlier levels of function. SMC has been conjectured to be more accurate than concurrent subjective memory because people use themselves as a standard of comparison. We used data from two longitudinal studies to contrast the accurate-monitoring-of-change hypothesis-actual memory change predicts SMC-against a constructed-judgment hypothesis that rated SMC is a function of rescaling concurrent memory beliefs without accessing actual memory change. It states that actual memory change has no predictive validity for SMC independent of concurrent memory beliefs. Data from both the Berlin Aging Study and the Health and Retirement Study (HRS) showed that older adults' current memory complaints strongly predicted current SMC, and that there was little relationship of longitudinally measured memory change to SMC, controlling on memory complaints. In the HRS there were reliable latent-growth-curve slope correlations of over .20 for change in episodic memory with both slopes of change in SMC and in memory complaints, yet little relationship of SMC slopes to episodic memory slopes, controlling on memory-complaint slopes. The results falsify the accurate-monitoring-of-change hypothesis regarding the origins of SMC in older adults. (PsycINFO Database Record

Does the Cognitive Reflection Test actually capture heuristic versus analytic reasoning styles in older adults?

Background/Study Context: This study evaluated adult age differences in the original three-item Cognitive Reflection Test (CRT; Frederick, 2005, The Journal of Economic Perspectives, 19, 25-42) and an expanded seven-item version of that test (Toplak et al., 2013, Thinking and Reasoning, 20, 147-168). The CRT is a numerical problem-solving test thought to capture a disposition towards either rapid, intuition-based problem solving (Type I reasoning) or a more thoughtful, analytical problem-solving approach (Type II reasoning). Test items are designed to induce heuristically guided errors that can be avoided if using an appropriate numerical representation of the test problems. METHODS: We evaluated differences between young adults and old adults in CRT performance and correlates of CRT performance. Older adults (ages 60 to 80) were paid volunteers who participated in experiments assessing age differences in self-regulated learning. Young adults (ages 17 to 35) were students participating for pay as part of a project assessing measures of critical thinking skills or as a young comparison group in the self-regulated learning study. RESULTS: There were age differences in the number of CRT correct responses in two independent samples. Results with the original three-item CRT found older adults to have a greater relative proportion of errors based on providing the intuitive lure. However, younger adults actually had a greater proportion of intuitive errors on the long version of the CRT, relative to older adults. Item analysis indicated a much lower internal consistency of CRT items for older adults. CONCLUSION: These outcomes do not offer full support for the argument that older adults are higher in the use of a "Type I" cognitive style. The evidence was also consistent with an alternative hypothesis that age differences were due to lower levels of numeracy in the older samples. Alternative process-oriented evaluations of how older adults solve CRT items will probably be needed to determine conditions under which older adults manifest an increase in the Type I dispositional tendency to opt for superficial, heuristically guided problem representations in numerical problem-solving tasks.

Self-guided strategy-adaption training for older adults: Transfer effects to everyday tasks.

OBJECTIVES: The goal of the present research was to examine the potential of a learner-oriented approach to improving older adults' performance in tasks that are similar to real-life situations that require strategic deployment of cognitive resources. A crucial element of this approach involves encouraging older adults to explicitly analyze tasks to consider how to adapt trained skills to a new task context. In an earlier study, a specialist-directed intervention produced training gains and transfer to some untrained memory tasks. METHOD: In the present study, older adults received a manual instructing them about principles of task analysis, two memory strategies, and strategy adaptation. Self-guided strategy-adaption training involved practicing some memory tasks as well as instructions on how the trained skills could be applied to new tasks that were not practiced. The criterion tasks involved practice tasks, non-practiced tasks that were discussed in the manual, and transfer tasks that were never mentioned in the manual. Two of the tests were from the Everyday Cognition Battery (inductive reasoning and working memory). RESULTS: As compared to a waiting-list control group, older adults assigned to self-guided strategy-adaption training showed memory improvements on tasks that were practiced or discussed during training. Most important, the learner-oriented approach produced transfer to the everyday tasks. CONCLUSION: Our findings show the potential of instructing task appraisal processes as a basis for fostering transfer, including improving older adults' performance in simulated everyday tasks.