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.
Eppinger
Ben
B
Princeton Neuroscience Institute, Princeton University, Princeton, USA. eppinger@princeton.edu
Herbert
Michael
M
Kray
Jutta
J
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