Week 6 - Memory and Attention Slides_Students 2024.pptx

Lecture 6: Memory and 3012PSY Attention Learning Outcomes 1. Describe the features of memory and attention 2. Understand the key components of the information processing system and how these differ by age Differences in working memory Differences in long-term memory...

Lecture 6: Memory and 3012PSY Attention Learning Outcomes 1. Describe the features of memory and attention 2. Understand the key components of the information processing system and how these differ by age Differences in working memory Differences in long-term memory Understand factors which influence both implicit and explicit memory 3. Describe how key memory types and processes function in older adults 4. Understand memory training tools and WHY IS MEMOR Y SO IMPORT ANT? What is Memory? Memory is learning that has persisted over time – information that has been encoded, stored, retained and may subsequently be retrieved through 1. Recall 2. Recognition 3. Relearning What is Memory? Sensory Stimulus Temporal Characteristics  Short Term / Working  Long Term Consciousness  Declarative/ Explicit  Non-Declarative / Implicit Processing Requirements  Encoding, Storage and Retrieval Information Processing  People are active participants in memory making  Includes both quantitative and qualitative aspects  Information is processed through a series of hypothetical stages or stores Attention  Capacity or energy necessary to support information processing  Alertness, ignoring distractions, attending to relevant (not irrelevant) information, dealing with multiple sources of information  Functional Perspective: attention is composed of separate dimensions serving different functions  Automatic Processing  Effortful Processing Speed and Resources Speed of Processing  How quickly and efficiently the early steps in information processing are completed Processing Resources  The amount of attention one has to apply to a particular situation Attention Selective Attention  Ability to distinguish relevant from irrelevant information  Older adults more affected by number of distractors (esp. if they are random and chaotic)  But they are better at selectivity! Divided Attention Deficits  Problems that occur when distributing attention across multiple sources of information  Older adults have more problems on complex divided tasks Working Memory  The active processes and structures involved in holding information in mind  Using that information to:  Solve a problem  Make a decision  Learn new information  Rehearsal: The process by which information is held in working memory  Working Memory If working memory breaks down  Can’t keep on task  Hard to solve complex problems Older adults’ working memory declines Differs – type of information or task age-related decline: spatial WM > verbal WM What helps? Greater prior knowledge. Why WM declines with age: Levels of alertness Task order Task interference Long Term Memory  The ability to remember extensive amounts of information from a few seconds, hours, or decades 1. Implicit (automatic memory): e.g., procedural memory and priming  Retrieval of information without conscious or intentional recollection 2. Explicit (declarative): e.g., episodic and semantic  Intentional and conscious remembering of information  LONG- TERM MEMORY Source: Cavanaugh, J. C., & Blanchard-Fields, F. (2023). Adult development and aging (9th ed.). Cengage. (p. 186) Implicit Memory Does implicit memory decline with age? Decline varies – depends on task (Howard & Howard, 2013; 2022) Decline for implicit tasks involving learning sequences of information No decline for learning spatial contexts Priming: Ward et al., (2020) Explored priming tasks, found age-related declines in some conditions, but these declines were smaller than explicit memory age related declines. Procedural memory: Motor performance for procedural tasks declines with age but the rate of motor learning and motor memory does not Explicit Memory Episodic Memory  Conscious recollection of information from a specific event or point in time  Recall (remembering without hints) vs. recognition (choosing from items) Semantic Memory  Learning and remembering the meaning of words and concepts that are not tied to specific occurrences of events in time Episodic Memory Generally, relatively stable until around 55-60 years of age, and then a steep decline from age 65  Recall and recollection tests  Memory for card hands  Memorising passages  Memory for conversations The magnitude of the decline depends on the nature of the task and the method of testing (recall vs recognition) Episodic Memory Younger adults tend to perform higher on tests of recall than older adults. Binding Deficit: a deficit in the integration of the multiple elements in complex events into a unified memory/representation. Moderating Factors? The overall decline in episodic memory is moderated by: Changing environmental conditions – processing time, reduce distractors Practice similar tasks prior to learning Encourage use of specific strategies for learning (including for encoding and retrieval) Include familiar information and external cues Organise information into clear and coherent categories Action associations can increase recall Moderating Factors? Age effects are clearest in recall tests (which lack external cues), while differences between younger and older adults in recognition are reduced Fewer retrieval cues in the recall task A greater involvement of association in free recall The nature of the task If familiarity (“knowing”) is sufficient—tends to be fewer deficits If recollection (“remembering”) is necessary—some impairment Semantic Memory Remains  Semantic memory remains relatively stable throughout ageing  Vocabulary – expands or increases until age 65; than remains stable or decreases slightly (Kave, 2024)  Speed of access (a more sensitive measure) does decline  Older adults tend to use sentences that demand less working memory  But they also write “better” and “more interesting” sentences Autobiographical Memories Recall of episodes from own past  Serves three primary functions  Directive function - Use to guide future thoughts and actions  Self function -Create personal meaning, growth, wellbeing  Social function - Lets others, like, really get to know you  Few age-related losses Content changes  Older adults remember less negative Declines?  Semantic memories preserved, episodic prone to error. Older adults performed equivalently with young adults on information recall but have less contextual detail in event memory. Reminiscence Bump Flashbulb Memories Memories for personally traumatic or unexpected events Hard to measure whether this declines with age  Emotional memories tend to be remembered more  Our memories for details of events are highly inaccurate overall, even though they seem real False Memories False memory - when someone remembers items or events that did not occur Older adults can have more difficulties separating misleading context from relevant context Relies on binding information together Susceptible to misleading information Prospective Memory Remembering to perform a planned action in the future Differences between event-based and time- based future events  No/limited event-based declines (cues given)  Time-based declines (self-initiated cues) Scullin et al. (2012):  Older adults were more likely than younger adults to continue performing a task, when told that it was no longer necessary.