Ps.Memory. Unit 6. Memory develpment, Apuntes de Psicología

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Psychology of Memory

UNIT 6:

Memory development

 (^) The development of memory strategies.  (^) Memory and aging. Unit 6: Memory development OVERVIEW

CONCEPT OF STRATEGY

TYPES OF MEMORY STRATEGIES

 Degree of GENERALITY

Microstrategies ( abilities, techniques )

 TYPE of GOAL

Macrostrategies (Strategies) Encoding strategies Retrieval strategies

DEVELOPMENT OF MEMORY STRATEGIES

 MEDIATION deficiency

 PRODUCTION deficiency

Inability to use strategies Inability of spontaneously use strategies Inefficient use of strategies

 UTILIZATION deficiency

• (^) Declarative knowledge METAMEMORY
• (^) Procedural knowledge
• (^) Conditional knowledge
• (^) Motivation

What is the

strategy

How to use

the strategy

When to use

the strategy

Cost-benefit

relationship

Components of strategy use (Paris)

• (^) Personalized PARIS’ PROPOSAL
• (^) Contextualized
• (^) Socialized
• (^) Temporalized

Microsocial plane

Characteristics of strategies (Paris)

Macrosocial plane

CULTURE & STRATEGIES II

• (^) Factors affecting differences:

Criteria for clustering

INTERPRETATION :

• Differences in materials with a non-explicit structure, which demands

the use of specialized organization strategies.

• Less differences with structured materials and with organization

conditions and/or instructions.

• (^) Differences in culturally specific strategies.
  • Memory task:

Less differences in recognition and object location.

• Conditions of free-recall:
• Use of culture relevant materials.

MEMORY & AGING

• (^) People are less able to accurately report memory lapses as they age - (^) Sunderland et al. (1986)
• (^) Complaints about memory in the elderly are more related to depression than actual memory performance - (^) Rabbit and Abson (1990)
• (^) Impaired memory is the earliest and best predictor of the onset of Alzheimer’s disease

+ Working Memory and Aging

• (^) Charness (1985):
  • (^) Younger chess players scan more possible moves
  • (^) Older chess players scan fewer moves but in greater depth - (^) May reflect increased difficulty keeping track of multiple sources of information - (^) Divided Attention in Aging: - (^) Dual-task performance is worse in advanced age than on the two separate tasks - (^) This probably reflects general difficulty handling heavy cognitive loads, however - (^) When tasks are made easier, dual- task performance is not affected by age Concentration and Attention 13

+ Aging and Long-Term Memory

• (^) Episodic memory declines steadily through the adult years, across the board: - (^) Recall and recollection tests - (^) Verbal and visual materials - (^) Rivermead Behavioural Memory Test (everyday memory situations) - (^) Doors and People Test (people’s names, locations) - (^) Memory for card hands - (^) Memorizing passages - (^) Memory for conversations
• (^) The magnitude of the decline depends on the nature of the task and the method of testing Episodic Memory 14

+ Declines in Episodic Memory

• (^) Naveh-Benjamin (2000)
  • (^) Task :
    • (^) A recognition test for word pairs that were either semantically related or not
  • (^) Results :
    • (^) The older group had difficulty for unrelated items, but not for related
  • (^) Initial Conclusion :
    • (^) Elderly are less able to form new associative links
  • (^) Follow-up (Naveh-Benjamin et al., 2003):
    • (^) Gave younger group a concurrent task, which resulted in in impairment for both related and unrelated items—this didn’t match the elderly group’s results
  • (^) Final Conclusion :
    • (^) Associative Deficit Hypothesis : The differences between young and old is attributable to basic learning capacity , rather than to attentional or strategic differences Limited Attention or Capacity? 16

+ Declines in Episodic Memory

• (^) An age-related difficulty in binding together unrelated things - (^) Simply recognizing old faces or names is unaffected by age - (^) However, a concurrent task does reduce performance - (^) Recalling which name went with a face, is diminished in the elderly, as this requires binding - (^) This decline is even more pronounced than in the divided- attention condition
• (^) Self-Performed Task Effect :
  • (^) Age effects are minimized by asking elderly to perform an action associated with a to-be-remembered item - (^) This deepens encoding, providing auditory, visual, manual, and self- related codes for the memory Associative Deficit Hypothesis From Naveh-Benjamin et al. (2004b). Copyright © American Psychological Association. Reprinted with permission. 17

+ Declines in Episodic Memory

• (^) Recollection based
• (^) Involves remembering the event in its context
• (^) Declines substantially with age
  • (^) Does not represent a difference in confidence between young and old
  • (^) Consistent with the associative deficit hypothesis of aging - (^) Familiarity based - (^) Able to recognize an item as familiar, without being able to recall the context - (^) Relatively spared in the elderly Remembering Knowing Recognition: Remembering and Knowing 19

+ Declines in Episodic Memory

• (^) Prospective Memory :
  • (^) Remembering to carry out an intended action in the future without explicit reminders
  • (^) Test :
    • (^) Participants perform an ongoing task and respond either - (^) After a specified time - (^) After a cue occurs
  • (^) Results :
    • (^) An age-related decrement for both time-based and event- based tasks - (^) Prospective memory requires: - (^) Encoding the action to be performed - (^) Encoding the time when it should be performed - (^) Maintaining the information over a delay - (^) More difficult in real-life situations with divided attention - (^) Through rehearsal and/or periodic retrieval from LTM - (^) An external retrieval cue helps - (^) Actually performing the task when appropriate Prospective Memory in the Laboratory 20