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Components of recollective experience were investigated in 4 experiments in which participants studied either similarities or differences among faces (relational vs. distinctive processing). Subsequently, when recognizing a face, participants indicated whether their decision was based on explicit recollection (remembering) or assessment of familiarity (knowing). Type of encoding interacted with judgments of recollective experience, so that the incidence of "remember" responses was higher following distinctive encoding than following relational encoding, whereas the opposite pattern of results was obtained for "know" responses. Furthermore, recognition of appearance-changed faces was based on feelings of familiarity, rather than on explicit recollection. The results support the dual-component notion of recognition but are inconsistent with the idea that dissociations between remembering and knowing merely reflect differences in conceptual and perceptual processing.

Age differences in source recall were investigated in a population-based sample of healthy adults aged 35 to 80 years (N = 1000). Participants, who were screened on a variety of demographic, psychological, and biological variables, studied facts about well-known and unknown persons that were presented in four different ways, depicting four different sources of item information. An age-related deterioration of both item and source recall was observed, with source recall being more impaired than item recall. Source error analyses revealed an increase of source amnesia in subjects aged 75-80 years. Individual differences in background variables, age, gender, and word comprehension were related to source recall of well-known items, whereas age and years of formal education were related to source recall of unknown items. Source amnesia was accentuated in the two oldest cohorts and related to word comprehension. The age-related tendency to forget the source even when the fact is retained is suggested to be a specific feature of cognitive aging.

When subjects study a list of B items paired with A items and are tested for recognition of the B items alone, and then for recall of the B items given the A items as cues, B items that can be recalled frequently go unrecognised. The extent of this recognition failure is predictable from a function discovered by Tulving and Wiseman (1975), which relates the probability of recognising the recallable items to the probability of recognising all items. Two kinds of exceptions to this function have been discovered: encoding exceptions and retrieval exceptions. Very few observations of retrieval exceptions exist. Four experiments described in this article provide further evidence that such exceptions occur when the B items are categorised and the A items are the names of the categories. According to a contextual account of the function and exceptions to it, these retrieval exceptions occur because the information provided by the A-item cues can be largely retrieved from the B items in the recognition test; hence, as cues, the A items do not provide much different contextual information to that provided by the B items. By this account, the function is an empirical law; exceptions fall outside the range of this law and define its boundary conditions.

The ability to utilize cognitive support in the form of self-generated cues in mild Alzheimer's disease (AD), and the factors promoting efficient cue utilization in this group of patients, were examined in two experiments on memory for words. Results from both experiments showed that normal old adults as well as AD patients performed better with self-generated cues than with experimenter-provided cues, although the latter type of cues resulted in gains relative to free recall. The findings indicate no qualitative differences in patterns of performance between the normal old and the AD patients. For both groups of subjects, cue effectiveness was optimized when (a) there was self-generation activity at encoding, and (b) encoding and retrieval conditions were compatible.

Age-related differences in prospective memory were examined in a laboratory-based task in which younger and older adults performed different actions whenever a semantically defined target word occurred in the context of a free-association task. Requirements for self-initiated retrieval operations were manipulated by presenting target words that were typical or atypical instances (e.g., milk vs ink) of a given semantic category (liquid). The results showed that age differences in prospective memory were accentuated when atypical items were used as targets, but reduced when highly typical targets were presented. Furthermore, age differences were not limited to remembering when to perform action, but young subjects also showed better performance in remembering what was to be done. These findings indicate that the magnitude of age difference in prospective memory interacts with task complexity, and support the view that prospective memory failures are accentuated in tasks with high resource demands on self-initiated retrieval operations.

Age differences in recollective experience were examined in two experiments in which younger and older adults used their self-generated associations as retrieval cues. When recalling an item, subjects indicated whether they consciously remembered its prior occurrence, or merely knew that it was presented previously. The results of both experiments showed that aging selectively impaired retention accompanied by recollective experience, as measured by remember responses, but had no effects in the absence of recollective experience, as measured by know responses. In Experiment 2, a similar pattern of data was obtained for a group of younger adults by increasing the rate of presentation at study. The results also indicated that judgments of recollective experience were related to type of encoding: Subjects who generated detailed associations reported higher levels of remember responses and lower levels of know responses than did subjects who generated fewer detailed associations. The results are discussed in terms of processes related to perceptual familiarity and contextual detail.

Three experiments are presented to demonstrate a striking empirical phenomenon not previously reported in the literature. This new phenomenon is that of perfect recall performance after incidental learning instruction with one trial only. The means taken to establish this effect was to have subjects generate aspects of each item presented at study and then at test to ask subjects to recall these to-be-remembered items when the selfgenerated aspects were re-presented. The phenomenon was first demonstrated in Experiment 1 and then replicated in Experiments 2 and 3. A few critical controls were also employed in these latter experiments. A tentative, theoretical interpretation of these findings reported was proposed. The core concepts of this interpretation are those of uniqueness and reconstruction.

Younger and older participants generated one or three properties to a set of forty nouns. Immediately after, one week after, or three weeks after this generation phase, the participants received an incidental recall test, in which they were cued with their self-generated properties, and requested to recall the nouns. Although the younger adults recalled more nouns than the older participants in all conditions, both age groups exhibited an extremely high level of immediate recall. In addition, younger and older adults did not differ with respect to the forgetting rate, and both age groups recalled more nouns when three, as compared to one, properties were provided as cues. It is suggested that cue effectiveness is optimized both for younger and older adults when the cues describing the information encoded are compatible and distinctive. Finally, it is emphasized that the individual's idiosyncratic knowledge may serve an important function in attempts at optimizing memory performance of elderly people.

The purpose of this article is to propose a conceptual frame of reference for memory research on the basis of two recent lines of development. One such key development is that of a functional orientation of memory research focusing on processing and function rather than structure and memory entities. The other line of development concerns information storage as distributed rather than localized. A functionalistic frame of reference involving a notion of distributed storage is proposed. According to this view remembering is seen as an interaction between available cognitive capabilities and demands of the task in which the individual is remembering something. Encoding is conceived of as an interaction between “affordances” of the environment and “functional dispositions” of the individual. Retrieval is seen as a re-activation of functional dispositions. The formation of unique combinations of functional dispositions plays a crucial role in obtaining perfect recall performance. The viability of the overall conceptual framework is demonstrated in three experimental studies. The development of the design and procedure for these experiments was a second purpose of this paper, namely to outline an experimental setting which could serve as a complement to computer simulations in studying notions of distributed storage.

Mantyla & Nilsson (1983) recently presented a striking empirical phenomenon demonstrating a practically perfect recall of verbal materials encountered at one single trial and without specific instructions to learn the items. The purpose of the study to be presented in this article was to investigate whether older adults are capable of performing at the same high level of recall as younger adults did in the Mantyla & Nilsson study. Type of instructions and number of retrieval cues were included in the experimental design, in addition to the age factor. Although the results indicated a superior memory performance of younger adults as compared to older adults, the latter group of subjects demonstrated an extremely high level of recall as well. Both age groups showed quite similar recall patterns in the sense that no interaction effects between the age factor and the other independent variables were obtained. The data were discussed relative to qualitatively and quantitatively based explanations of age differences in memory.

This study explored age-related differences in item and source recall of enacted and nonenacted items in a sample of healthy adults between the ages of 35 and 80 years (N=1,000). Participants were screened on a variety of demographic, psychometric, and biological variables. They were presented with sentences (e.g., “Lift the book”) that they either read or enacted. They were then asked to recall the object of each stimulus sentence (item recall) and to identify its format of encoding (source recall). Age-related decrements were observed both in item and source memory, although age differences in source memory were more accentuated than in item memory. Further, the results indicated an overall impairment of source memory across age when individual differences in the demographic, psychometric, and biological variables were taken into consideration.

This experiment addressed the effects of prior knowledge on episodic face recognition in a community-based sample of healthy older adults from 75 to 96 years of age (N = 228). Subjects were presented with photographs of public Swedish individuals who attained their fame during the 1930s and 1940s, or during the 1980s. Results indicated an overall deterioration of face recognition performance across age. However, performance was higher with the dated than with the contemporary faces across the entire age range, suggesting that the ability to utilize prior knowledge in the context of face recognition is well preserved in very old age. Finally, a multiple regression analysis indicated that, among a variety of demographic, psychometric, and biological variables, age was the best predictor of face recognition performance.