Hyper-binding across time: age differences in the effect of temporal proximity on paired-associate learning.
Older adults show hyper- (or excessive) binding effects for simultaneously and sequentially presented distraction. Here, we addressed the potential role of hyper-binding in paired-associate learning. Older and younger adults learned a list of word pairs and then received an associative recognition task in which rearranged pairs were formed from items that had originally occurred either close together or far apart in the study list. Across 3 experiments, older adults made more false alarms to near re-pairings than to far re-pairings. Younger adults, on the other hand, showed no difference in false alarms to the 2 types of rearranged pairs. These findings may be tied to the greater tendency of older adults to maintain access to recently attended information, inadvertently forming broader associations across time, than is the case for younger adults.
Department of Psychology, University of Toronto.
Karen L
KL
Campbell
Department of Psychology, University of Toronto.
Alexandra
A
Trelle
Department of Psychology, University of Toronto.
Lynn
L
Hasher
D000293:Adolescent; D000328:Adult; D000367:Age Factors; D000368:Aged; D000375:Aging; D000704:Analysis of Variance; D001245:Association Learning / Q000502:physiology*; D005260:Female; D006801:Humans; D008297:Male; D008568:Memory / Q000502:physiology*; D008875:Middle Aged; D013997:Time Factors; D055815:Young Adult