Developmental changes in the engagement of episodic retrieval processes and their relationship with working memory during the period of middle childhood.

We examined the development of children’s engagement of the episodic retrieval processes of recollection and familiarity and their relationship with working memory (WM). Ninety-six children (24 in four groups aged 8, 9, 10, and 11 years) and 24 adults performed an episodic memory (EM) task involving old/new, remember/know (R/K), and source memory judgements and numerous WM tasks that assessed verbal and spatial components of WM and delayed short-term memory (STM). Developmental changes were observed in EM with younger children (8-, 9-, 10-year-olds) making fewer remember responses than 11-year-olds and adults while 11-year-olds did not differ from adults. Only children aged 10 years plus showed a relationship between EM and WM. EM was related to verbal executive WM in 10- and 11-year-old children suggesting that children at this stage use verbal strategies to aid EM. In contrast, EM was related to spatial executive WM in adults. The engagement of episodic retrieval processes appears to be selectively related to executive components of verbal and spatial WM, the pattern of which differs in children and adults

A model for removing the increased recall of recent events from the temporal distribution of autobiographical memory

The reminiscence bump is the tendency to recall relatively many personal events from the period in which the individual was between 10 and 30 years old. This effect has only been found in autobiographical memory studies that used participants who were older than 40 years of age. The increased recall of recent events possibly obscures the reminiscence bump in the results of younger participants. In this study, a model was proposed that removes the increase for recent events from the temporal distribution. The model basically estimates a retention function based on the 10 most recent years from the observed distributions and divides the observed distributions by predictions derived from the estimated retention function. The model was examined with three simulated data sets and one experimental data set. The results of the experiment offered two practical examples of how the model could be used to investigate the temporal distribution of autobiographical memories

Memory Self-Efficacy in its Social Cognitive Context

This chapter takes a primarily cognitive construct - memory self-efficacy (MSE) - and returns it to its roots - social cognition (Bandura, 1986). This is a natural and obvious move. MSE has evolved since the mid-1980s (Berry, West, & Powlishta, 1986; Hertzog, Dixon, Schulenberg, & Hultsch, 1987) to its present identity and status in the cognitive aging and adult developmental research literature. If it is to avoid becoming a hypothesis in search of data (Light, 1991) or worse, an epiphenomenon to more robust explanations of cognitive aging (e.g., speed) (Salthouse, 1993), its potential and limits must be scrutinized and subjected to rigorous new research agendas. Arguably, MSE has arrived at its present destination via metamemory (Dixon, Hertzog, & Hultsch, 1986; Hertzog, Dixon, & Hultsch, 1990a; Hertzog et al., 1987; Hultsch, Hertzog, Dixon, & Davidson, 1988), thereby acquiring a more cognitive emphasis than its clinical and social underpinnings suggest. This chapter presents MSE research from my lab that has been conducted from the orienting framework of self-efficacy theory and methodology (Bandura, 1977, 1986, 1997; Bandura, Adams, Hardy, & Howells, 1980; Bandura, Reese, & Adams, 1982). The value of this framework lies in its rich theoretical foundation, its unique measurement approach, and its ties to social cognition. The goal of the chapter is to evaluate the present status of MSE research and to suggest new research directions

The what and why of perceptual asymmetries in the visual domain

Perceptual asymmetry is one of the most important characteristics of our visual functioning. We carefully reviewed the scientific literature in order to examine such asymmetries, separating them into two major categories: within-visual field asymmetries and between-visual field asymmetries. We explain these asymmetries in terms of perceptual aspects or tasks, the what of the asymmetries; and in terms of underlying mechanisms, the why of the asymmetries. Tthe within-visual field asymmetries are fundamental to orientation, motion direction, and spatial frequency processing. between-visual field asymmetries have been reported for a wide range of perceptual phenomena. foveal dominance over the periphery, in particular, has been prominent for visual acuity, contrast sensitivity, and colour discrimination. Tthis also holds true for object or face recognition and reading performance. upper-lower visual field asymmetries in favour of the lower have been demonstrated for temporal and contrast sensitivities, visual acuity, spatial resolution, orientation, hue and motion processing. Iin contrast, the upper field advantages have been seen in visual search, apparent size, and object recognition tasks. left-right visual field asymmetries include the left field dominance in spatial (e.g., orientation) processing and the right field dominance in non-spatial (e.g., temporal) processing. left field is also better at low spatial frequency or global and coordinate spatial processing, whereas the right field is better at high spatial frequency or local and categorical spatial processing. All these asymmetries have inborn neural/physiological origins, the primary why, but can be also susceptible to visual experience, the critical why (promotes or blocks the asymmetries by altering neural functions)

Toward a broader conceptualization of development: The role of gains and losses across the life span

Developmental psychologists traditionally have conceived of childhood primarily as a time of positive change, or gain, and old age primarily as a time of negative change, or loss. Life-span developmental psychologists recently have challenged these assumptions, asserting that gains and losses are ubiquitous across the life span. While generally supporting this assertion, we suggest that the relation between developmental gains and losses needs to be considered in more depth. Even life-span developmentalists seem to have assumed that gains and losses are causally related, and that the direction of causality is determined by age. In this paper, we review previous considerations of gains and losses. Then, we show that losses during early life are not necessarily responses to gains, and that gains during later life are not necessarily responses to losses. Finally we suggest criteria and methods for assessing four alternative models (unrelated phenomenon, spurious phenomenon, suppression, and compensation) relevant to the causality and directionality of the relation between developmental gains and losses.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/27897/1/0000317.pd

Adult development and aging, 2nd Ed./ Rybash

xxv, 642 hal.: ill.; 21 cm

Adult development and aging, 2nd Ed./ Rybash

xxv, 642 hal.: ill.; 21 cm