Stereotype threat as a trigger of mind-wandering in older adults

Older adults (OAs) report less overall mind-wandering than younger adults (YAs) but more task-related interference (TRI; mind-wandering about the task). The current study examined TRI while manipulating older adults’ performance-related concerns. We compared groups for which memory-related stereotype threat (ST) was activated or relieved to a control group. Participants completed an operation span task containing mind-wandering probes. ST-activated OAs reported more TRI than ST-relieved OAs and had worse performance on the operation span task. This study illustrates that environmental context triggers current concerns and determines, in part, the frequency and content of mind-wandering

The role of task understanding on younger and older adults’ performance

Objectives: Age-related performance decrements have been linked to inferior strategic choices. Strategy selection models argue that accurate task representations are necessary for choosing appropriate strategies. But no studies to date have compared task representations in younger and older adults. Metacognition research suggests age-related deficits in updating and utilizing strategy knowledge, but other research suggests age-related sparing when information can be consolidated into a coherent mental model.Method: Study 1 validated the use of concept mapping as a tool for measuring task representation accuracy. Study 2 measured task representations before and after a complex strategic task to test for age-related decrements in task representation formation and updating.Results: Task representation accuracy and task performance were equivalent across age groups. Better task representations were related to better performance. However, task representation scores remained fairly stable over the task with minimal evidence of updating.Discussion: Our findings mirror those in the mental model literature suggesting age-related sparing of strategy use when information can be integrated into a coherent mental model. Future research should manipulate the presence of a unifying context to better evaluate this hypothesis

Age differences in memory retrieval shift: Governed by feeling-of-knowing?

The noun-pair lookup (NP) task was used to evaluate strategic shift from visual scanning to retrieval. We investigated whether age differences in feeling-of-knowing (FOK) account for older adults' delayed retrieval shift. Participants were randomly assigned to one of three conditions: (1) standard NP learning, (2) fast binary FOK judgments, or (3) Choice, where participants had to choose in advance whether to see the look-up table or respond from memory. We found small age differences in FOK magnitudes but major age differences in memory retrieval choices that mirrored retrieval use in the standard NP task. Older adults showed lower resolution in their confidence judgments (CJs) for recognition memory tests on the NP items, and this difference appeared to influence rates of retrieval shift, given that retrieval use was correlated with CJ magnitudes in both age groups. Older adults had particular difficulty with accuracy and confidence for rearranged pairs, relative to intact pairs. Older adults' slowed retrieval shift appears to be attributable to (1) impaired associative learning early in practice, not just a lower FOK; but also (2) retrieval reluctance later in practice after the degree of associative learning would afford memory-based responding

Are item-level strategy shifts abrupt and collective? Age differences in cognitive skill acquisition

Item-level analysis allows for the examination of qualitative age and individual differences in skill acquisition, which are obscured when aggregating data across items. In the present study, item-level strategy shifts were generally gradual and variable, rather than abrupt and collective. Strategy shift reversions were frequent, and the total transition space was extensive, for both younger and older adults. Shift indices were highly variable between items for both younger and older adults. Age differences in item-level shift patterns suggest that older adults’ greater conservatism in strategy selection leads to more gradual strategy shift transitions for individual items as well as to more collective strategy shifts

Checking it Twice: Age-related Differences in Double Checking during Visual Search

Visual search is an integral part of functioning in everyday life and a primary component of some occupational tasks. Older adults typically exhibit longer response times on visual search tasks compared to younger adults. Mechanisms proposed as explanations of these age-related differences include general slowing of the speed of information processing, amount of internal noise, attentional capacity, selective attention, and inhibition. This study evaluated the possibility that age-related differences in visual search may be partly due to older adults double checking to a greater degree than younger adults. Older adults did in fact double check more so than younger adults. Moreover, speed stress instructions reduced double checking behavior as well as age-related differences in double checking

Strategy shift affordance and strategy choice in young and older adults

When skill acquisition involves a shift in strategy (such as from rule-based to retrieval-based processing), older adults typically shift later in practice than young adults do. We observed the shift from scanning-based to memory-based processing in a noun pair learning task. Young and older adults were trained in conditions in which the relationship between memory load and scanning load was manipulated by making the strategy shift more or less beneficial. Older adults in a condition with high shift affordance shifted to memory retrieval more fully and more rapidly than did older adults in conditions with lower shift affordance. Reluctance to rely on memory retrieval was related to metacognitive reports of memory confidence. The present study indicates that age differences in skill acquisition reflect qualitative age differences in strategy choice in addition to quantitative age differences in component task processes

Judgments of learning are influenced by multiple cues in addition to memory for past test accuracy.

When people try to learn new information (e.g., in a school setting), they often have multiple opportunities to study the material. One of the most important things to know is whether people adjust their study behavior on the basis of past success so as to increase their overall level of learning (e.g., by emphasizing information they have not yet learned). Monitoring their learning is a key part of being able to make those kinds of adjustments. We used a recognition memory task to replicate prior research showing that memory for past test outcomes influences later monitoring, as measured by judgments of learning (JOLs; confidence that the material has been learned), but also to show that subjective confidence in whether the test answer and the amount of time taken to restudy the items also have independent effects on JOLs. We also show that there are individual differences in the effects of test accuracy and test confidence on JOLs, showing that some but not all people use past test experiences to guide monitoring of their new learning. Monitoring learning is therefore a complex process of considering multiple cues, and some people attend to those cues more effectively than others. Improving the quality of monitoring performance and learning could lead to better study behaviors and better learning

Cognitive skill acquisition and transfer in younger and older adults

The acquisition of cognitive skills often depends on 1 of (or a combination of) 2 processes, the execution of an algorithm, and the retrieval of problem instances. This study examined the effects of age and repetition of problem instances on the production and verification of solutions to 2 serially presented sets of alphabet arithmetic problems. Analyses of the parameters derived from power-function fits for individuals revealed age differences favoring young adults in improvement span, learning rate, and asymptote. For both age groups, the beneficial effects of repetitions on 1st-set response times were attributable to algorithmic speedup and to the retrieval of instances, whereas improvements in the speed of 2nd-set response times were attributable primarily to item retrieval

Successful aging: The role of cognitive gerontology

This commentary explores the relationships between the construct of successful aging and the experimental psychology of human aging—cognitive gerontology. What can or should cognitive gerontology contribute to understanding, defining, and assessing successful aging? Standards for successful aging reflect value judgments that are culturally and historically situated. Fundamentally, they address social policy; they are prescriptive. If individuals or groups are deemed to be aging successfully, then their characteristics or situations can be emulated. If an individual or a group is deemed to be aging unsuccessfully, then intervention should be considered. Although science is never culture-free or ahistorical, cognitive gerontology is primarily descriptive of age-related change. It is not prescriptive. It is argue that cognitive gerontology has little to contribute to setting standards for successful aging. If, however, better cognitive function is taken as a marker of more successful aging—something not universally accepted—then cognitive gerontology can play an important assessment role. It has a great deal to contribute in determining whether an individual or a group evidences better cognitive function than another. More importantly, cognitive gerontology can provide tools to evaluate the effects of interventions. It can provide targeted measures of perception, attention, memory, executive function, and other facets of cognition that are more sensitive to change than most clinical measures. From a deep understanding of factors affecting cognitive function, cognitive gerontology can also suggest possible interventions. A brief narrative review of interventions that have and have not led to improved cognitive function in older adults. Finally, the enormous range is addressed in the estimates of the proportion of the population that meets a standard for aging successfully, from less than 10% to more than 90%. For research purposes, it would be better to replace absolute cutoffs with correlational approaches (e.g., Freund & Baltes, 1998, Psychology and Aging, 13, 531–543). For policy purposes, cutoffs are necessary, but we propose that assessments of successful aging be based not on absolute cutoffs but on population proportions. An example of one possible standard is this: Those more than 1 standard deviation above the mean are aging successfully; those more than 1 standard deviation below the mean are aging unsuccessfully; those in between are aging usually. Adoption of such a standard may reduce the wide discrepancies in the incidence of successful aging reported in the literature

Age-related differences in practice effects during reading comprehension: Older adults are slower to shift from computation to retrieval

One of the most robust effects in psychology is the finding that practice yields a negatively accelerated decrease in the time required to perform a task. Speed-ups with practice have been shown in a wide range of cognitive tasks, from mental arithmetic to air traffic control to reading comprehension, and in a wide range of age groups (e.g., Ackerman, 2007; Anderson & Lebiere, 1998; Jenkins & Hoyer, 2000; Logan & Klapp, 1991; Rawson, 2004; Touron & Hertzog, 2004a). The primary goal of the present research was to examine age-related differences in one of the cognitive mechanisms thought to underlie speed-ups with practice during reading comprehension