Testing makes perfect, finds memory retrieval research

Interindividual Differences in Cognitive Functioning Are Associated with Autobiographical Memory Retrieval Specificity in Older Adults

GeroPsych ◽

10.1024/1662-9647/a000219 ◽

2020 ◽

Vol 33 (1) ◽

pp. 15-29 ◽

Cited By ~ 1

Author(s):

Sarah Peters ◽

Signy Sheldon

Keyword(s):

Older Adults ◽

Cognitive Functioning ◽

Autobiographical Memory ◽

Memory Retrieval ◽

Cognitive Status ◽

Specific Information ◽

Generation Task ◽

Interindividual Differences ◽

Retrieval Cues ◽

Contextual Support

Abstract. We examined whether interindividual differences in cognitive functioning among older adults are related to episodic memory engagement during autobiographical memory retrieval. Older adults ( n = 49, 24 males; mean age = 69.93; mean education = 15.45) with different levels of cognitive functioning, estimated using the Montreal Cognitive Assessment (MoCA), retrieved multiple memories (generation task) and the details of a single memory (elaboration task) to cues representing thematic or event-specific autobiographical knowledge. We found that the MoCA score positively predicted the proportion of specific memories for generation and episodic details for elaboration, but only to cues that represented event-specific information. The results demonstrate that individuals with healthy, but not unhealthy, cognitive status can leverage contextual support from retrieval cues to improve autobiographical specificity.

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Time-Based Prospective Memory in Schoolchildren

Zeitschrift für Psychologie ◽

10.1027/2151-2604/a000053 ◽

2011 ◽

Vol 219 (2) ◽

pp. 92-99 ◽

Cited By ~ 15

Author(s):

Babett Voigt ◽

Ingo Aberle ◽

Judith Schönfeld ◽

Matthias Kliegel

Keyword(s):

Primary School ◽

Prospective Memory ◽

Age Differences ◽

Memory Retrieval ◽

Primary Schools ◽

School Age Children ◽

School Age ◽

Older Children ◽

Strategic Monitoring ◽

Primary School Age

The present study examined age differences in time-based prospective memory (TBPM) in primary school age children and tested the role of self-initiated memory retrieval and strategic time monitoring (TM) as possible developmental mechanisms. Fifty-four children were recruited from local primary schools (27 younger children, mean age = 7.2 ± 0.55 years, and 27 older children, mean age = 9.61 ± 0.71 years). The task was a driving game scenario in which children had to drive a vehicle (ongoing task) and to remember to refuel before the vehicle runs out of gas (TBPM task, i.e., the fuel gauge served as child-appropriate time equivalent). Fuel gauge was either displayed permanently (low level of self-initiation) or could only be viewed on demand by hitting a button (high level of self-initiation). The results revealed age-dependent TBPM differences with better performance in older children. In contrast, level of self-initiated memory retrieval did not affect TBPM performance. However, strategies of TM influenced TBPM, as more frequent time checking was related to better performance. Patterns of time checking frequency differed according to children’s age and course of the game, suggesting difficulties in maintaining initial strategic TM in younger children. Taken together, the study revealed ongoing development of TBPM across primary school age. Observed age differences seemed to be associated with the ability to maintain strategic monitoring.

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