We remember the good things: Age differences in learning and memory.
We combined a feedback-based learning task with a recognition memory paradigm to investigate how reward-based learning affects the event-related potential (ERP) correlates of recognition memory in younger and older adults. We found that positive, but not negative learning improves memory and results in an increased early ERP old-new effect, which is typically associated with familiarity-based memory. This indicates that reward-based learning supports a fast and relatively automatic memory retrieval process. Furthermore, we found age-related impairments in reward-based learning, whereas memory for the learned information was intact in the elderly, suggesting that declarative memory might be less affected by aging.
Princeton Neuroscience Institute, Princeton University, Princeton, USA. eppinger@princeton.edu
Ben
B
Eppinger
Michael
M
Herbert
Jutta
J
Kray
D000368:Aged; D000375:Aging / Q000502:physiology*; D000704:Analysis of Variance; D001921:Brain / Q000502:physiology*; D004569:Electroencephalography; D005071:Evoked Potentials; D030141:Feedback, Psychological / Q000502:physiology*; D005260:Female; D006801:Humans; D007858:Learning / Q000502:physiology*; D008297:Male; D009483:Neuropsychological Tests; D021641:Recognition, Psychology / Q000502:physiology*; D012201:Reward; D013997:Time Factors; D055815:Young Adult