title: Effects of repetition and response deadline on associative recognition in young and older adults.
abstract: The present study examined the joint effects of repetition and response deadline on associative recognition in older adults. Young and older adults studied lists of unrelated word pairs, half presented once (weak pairs) and half presented four times (strong pairs). Test lists contained old (intact) pairs, pairs consisting of old words that had been studied with other partners (rearranged lures), and unstudied pairs (new lures), and participants were asked to respond "old" only to intact pairs. In Experiment 1, participants were tested with both short and long deadlines. In Experiment 2, the tests were unpaced. In both experiments, repetition increased hit rates for young and older adults. Young adults tested with a long deadline showed reduced (Experiment 1) or invariant (Experiment 2) false alarms to rearranged lures when word pairs were studied more often. Young adults tested with a short deadline and older adults tested under all conditions had increased false alarm rates forstrong rearranged pairs. Implications of these results for theories of associative recognition and cognitive aging are explored.
authors.affiliation: Department of Psychology, Pitzer College, Claremont, CA 91711, USA. leah_light@pitzer.edu
authors.forename: Leah L
authors.initials: LL
authors.lastname: Light
authors.forename: Meredith M
authors.initials: MM
authors.lastname: Patterson
authors.forename: Christie
authors.initials: C
authors.lastname: Chung
authors.forename: Michael R
authors.initials: MR
authors.lastname: Healy
mesh_terms: D000293:Adolescent; D000328:Adult; D000368:Aged; D000375:Aging / Q000523:psychology*; D001288:Attention; D005260:Female; D006801:Humans; D008297:Male; D011939:Mental Recall; D008875:Middle Aged; D010153:Paired-Associate Learning; D011930:Reaction Time; D011932:Reading; D012153:Retention, Psychology; D012660:Semantics