betty glisky department of psychology university of arizona memory changes with age: what to do...
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Betty GliskyBetty Glisky
Department of PsychologyDepartment of Psychology
University of ArizonaUniversity of Arizona
Memory Changes with Age: What to do about it?
Cognitive Aspects of Aging Cognitive Aspects of Aging and Memoryand Memory
What kinds of memory are What kinds of memory are affected by normal aging?affected by normal aging?
What cognitive strategies can What cognitive strategies can we engage to improve memory?we engage to improve memory?
What Kinds of Memory Are What Kinds of Memory Are Affected by Normal Aging?Affected by Normal Aging?
Memory for recent events or new Memory for recent events or new information–-information–-episodic memory-episodic memory--but not -but not memory for remote events or general memory for remote events or general knowledge—knowledge—semantic memorysemantic memory
Memory for Memory for contextcontext or details but not or details but not memory for content or memory for content or gistgist
RecallRecall but not but not recognitionrecognition Memory that depends on executive Memory that depends on executive
control-- control-- working memoryworking memory
What is working memory?What is working memory?
Working memory is a system where Working memory is a system where small amounts of information can be small amounts of information can be temporarily maintained and temporarily maintained and manipulatedmanipulated
It’s controlled by a central executive It’s controlled by a central executive that allocates attention among various that allocates attention among various components and taskscomponents and tasks
Executive control depends on prefrontal Executive control depends on prefrontal cortex, which declines with agecortex, which declines with age
.
Purposes of Working MemoryPurposes of Working Memory
To integrate information from different To integrate information from different modalities and sourcesmodalities and sources
To think through problems, reflect on To think through problems, reflect on the past, and plan for the futurethe past, and plan for the future
To construct and implement encoding To construct and implement encoding and retrieval strategies that will and retrieval strategies that will enhance episodic memoryenhance episodic memory
Encoding & RetrievalEncoding & Retrieval
Encoding: Encoding: How do you get How do you get information into the system? information into the system?
RetrievalRetrieval: How do you get : How do you get information back out?information back out?
Encoding ProcessesEncoding Processes Good encoding requires Good encoding requires attention attention What is attended enters working What is attended enters working
memorymemory In working memory, new information In working memory, new information
from various sources may be from various sources may be integrated and combined with pre-integrated and combined with pre-existing knowledgeexisting knowledge
Retrieval Processes
Memories are most likely to be Memories are most likely to be retrieved if encoding and retrieval retrieved if encoding and retrieval processes overlapprocesses overlap
Re-create as closely as possible the Re-create as closely as possible the original learning situationoriginal learning situation
Everyday exampleEveryday example
Encoding StrategiesEncoding Strategies
Levels of ProcessingLevels of ProcessingInformation that is processed deeply or Information that is processed deeply or
meaningfully will be well-rememberedmeaningfully will be well-rememberedIntegrating new information with prior Integrating new information with prior
knowledge creates a rich encoding that knowledge creates a rich encoding that provides many potential routes for provides many potential routes for retrievalretrieval
Think about things meaningfully
Levels of ProcessingLevels of Processing
0
20
40
60
80
100
% R
ecal
l
case rhyme category
Level of processing
Yes
No
Based on Craik & Tulving, 1975
Encoding StrategiesEncoding Strategies
1. Pay attention2. Think about things meaningfully3. Integrate an item with its
context
Two Aspects of Episodic Memory
Item MemoryItem Memory: : Memory for the Memory for the content of an event; what happenedcontent of an event; what happened
Source or Context Memory: : Memory for the origin of information; Memory for the origin of information; “who” told you, “where” and “when “who” told you, “where” and “when you learned somethingyou learned something Older people tend to have more Older people tend to have more
problems with source or context memory problems with source or context memory than item memorythan item memory
Memory for Item and Source
0
0.2
0.4
0.6
0.8
Pro
por
tion
Rec
ogniz
ed
Sentence Voice
Young
Older
Glisky, Polster & Routhieaux, 1995
Memory for Item and Source
Glisky, Rubin, & Davidson, 2001
Memory for Item and Source
Glisky, Rubin, & Davidson, 2001
Everyday ExampleEveryday Example
Where did I park my car?Where did I park my car?
Encoding StrategiesEncoding Strategies
1. Pay attention2. Think about things meaningfully3. Integrate an item with its
context4. Think about information in
relation to your self
Self-Reference Effect
Think about how something is relevant to you personally
For example, does the word “honest” describe you?
Glisky & Marquine, 2009
Self-Imagination Effect
Use visual imagery together with self-reference, what we call self-imagination
Imagine things that you want to remember from a personal perspective
Grilli & Glisky, 2010
The Testing EffectThe Testing Effect (Roediger & Karpicke, (Roediger & Karpicke, 2006)2006)
An example of Retrieval PracticeAn example of Retrieval Practice
Study Prose Study Prose PassagesPassages
Following by further Following by further study or by testing study or by testing without feedbackwithout feedback
Test at 5 mins, 2 Test at 5 mins, 2 days, or 1 weekdays, or 1 week
How to Improve Memory Pay careful attention to all aspects of an event or situation when it occurs
Think about information in a meaningful way and relate it to other things you know or things of personal relevance; try self-imagination
Integrate an event with its context
Re-create the context at time of retrieval
Use retrieval practice
Stay Active!Stay Active!
Mentally and Physically!Mentally and Physically!
Thanks to:Thanks to:
Collaborators, former Collaborators, former and current studentsand current students
Many amazing older Many amazing older adults that give of their adults that give of their time to participate in time to participate in our studiesour studies
Members of my Aging Members of my Aging and Cognition Lab (621-and Cognition Lab (621-5721)5721)
Funding AgenciesFunding Agencies National Institute on National Institute on
AgingAging Arizona Biomedical Arizona Biomedical
Research Research CommissionCommission
Arizona Alzheimer’s Arizona Alzheimer’s ConsortiumConsortium
Evelyn McKnight Evelyn McKnight Brain InstituteBrain Institute
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