Interfering with remembering and knowing: effects of divided attention at retrieval.
A Remember-Know paradigm was used to examine the cognitive resource requirements of recollection and familiarity memory processes at retrieval. Younger and older adults studied a list of words, and in a later auditory recognition test indicated whether each word was Remembered, Known, or New. Retrieval was performed under full or divided attention (DA) conditions, with either a digit task to numbers, or an animacy task to words, presented visually. Younger and older adults showed an increase in false Remember responses during both DA conditions, indicating a general effect of attention on illusory recollection. Both age groups also showed decreased accuracy in Know responses, but only during the word-based DA condition, indicating a material-specific effect on familiarity. Aging was associated with decreased accuracy in Remember, but not Know, responses, and with increased latency in distracting task responses under DA conditions. Results suggest that avoiding false recollective responses during retrieval requires attentional resources, whereas accurate familiarity responses require the reactivation of content-specific representations.
Skinner
Erin I
EI
Department of Psychology, 200 University Ave. W., University of Waterloo, Waterloo, Ontario, Canada N2L 3G1. eiskinne@watarts.uwaterloo.ca
Fernandes
Myra A
MA
D000328:Adult; D000367:Age Factors; D000368:Aged; D000375:Aging / Q000523:psychology*; D001288:Attention / Q000502:physiology*; D003071:Cognition / Q000502:physiology*; D006801:Humans; D008568:Memory / Q000502:physiology*; D009483:Neuropsychological Tests / Q000706:statistics & numerical data; D010775:Photic Stimulation / Q000379:methods; D011930:Reaction Time / Q000502:physiology; D021641:Recognition, Psychology / Q000502:physiology; D012016:Reference Values; D013334:Students / Q000523:psychology; D013647:Task Performance and Analysis; D014706:Verbal Learning / Q000502:physiology