Aging, optimal testing times, and negative priming.

Intons-Peterson, Margaret Jean; Rocchi, Paola; West, Tara; McLellan, Kimberly; Hackney, Amy

doi:10.1037/0278-7393.24.2.362

Cited by 77 publications

(76 citation statements)

References 82 publications

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“…This pattern of findings is also consistent with emerging reports (e.g., Intons-Peterson et al, 1998;Petros et al, 1990;Yoon et al, 1998) that individual and age-related differences in circadian arousal patterns are nontrivial contributors to cognitive performance across the day.…”

Section: Discussionsupporting

confidence: 91%

Age, time of testing, and proactive interference.

Hasher¹,

Chung²,

May³

et al. 2002

Canadian Journal of Experimental Psychology / Revue canadienne

102

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A four-list version of a release from proactive interference paradigm was used to assess the degree to which older and younger adults tested at optimal and nonoptimal times of day are vulnerable to interference effects in memory, effects that may increase at nonoptimal times. Morning type older adults and Evening type younger adults were tested either early in the morning or late in the afternoon. Standard buildup and release effects were shown for all age groups except for older adults tested in the afternoon; they failed to show release. Recall and intrusion data suggested that older adults are more vulnerable to proactive interference than younger adults and that for older adults at least, interference effects are heightened at nonoptimal times of day. The data are discussed in terms of an inhibitory model of control over the contents of working memory (Hasher, Zacks, & May, 1999).Circadian rhythms reflect 24-hour cycles of increases and decreases in a range of biological and physiological functions, including body temperature, heart rate, and hormone secretion (e.g., Hrushesky, 1994; Moore-Ede, Sulzman, & Fuller, 1982). Circadian rhythms are also seen in cognitive functioning (e.g., Folkard, 1982). Recent work has shown, however, that the general circadian patterns in cognition are substantially moderated by reliable individual (and related age-group) differences in the degree to which people are alert and aroused early in the day (Morning types) versus the degree to which alertness occurs considerably later in the day (Evening types; see e.g., Anderson, Petros, Beckwith, Mitchell, & Fritz, 1991;Petros, Beckwith, & Anderson, 1990;Yoon, 1997; Yoon, May, & Hasher, 1998). 1 In particular, a "synchrony effect" has now been widely reported, with Morning types performing better in the morning than in the afternoon and Evening types showing the reverse pattern on a range of cognitive tasks, including negative priming, false memory, recognition and recall of prose and span materials, categorization, impression formation, judgment and control over distraction

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Section: Discussionsupporting

confidence: 91%

Age, time of testing, and proactive interference.

Hasher¹,

Chung²,

May³

et al. 2002

Canadian Journal of Experimental Psychology / Revue canadienne

102

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“…The subjects of these studies were mostly young, a population with a greater tendency to being afternoon types (13,14). In this case, it could be suggested that the better performance of individuals who trained in the afternoon was a result of a synchronic effect and not related to training time-of-day (13)(14)(15). However, even when the chronotype variable was controlled, the result was the same.…”

Section: Discussionmentioning

confidence: 54%

“…The subjects who acquired information in the afternoon performed better, even though one-third of the sample consisted of subjects classified as morning types. A plausible explanation for this result is that most studies that show an interaction between chronotype and cognitive task time-of-day applied memory tests with a short interval between training and the test (13)(14)(15). Perhaps, previously consolidated Data are reported as mean ± SEM of performance (hits minus errors).…”

Section: Discussionmentioning

confidence: 99%

“…Studies that used memory tasks with a short retention interval have shown a so-called synchronic effect, which consists of better performance when subjects of a determinant chronotype perform the task at their optimal time-ofday (13)(14)(15)(16)). An important implication of these chronotype studies is that perhaps the training time-of-day effect on long-term explicit memory reported by Folkard et al (4) may have been, in fact, a consequence of the sample that was used.…”

Section: Introductionmentioning

confidence: 99%

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Effect of the time-of-day of training on explicit memory

Barbosa

Albuquerque

2008

Braz J Med Biol Res

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Studies have shown a time-of-day of training effect on long-term explicit memory with a greater effect being shown in the afternoon than in the morning. However, these studies did not control the chronotype variable. Therefore, the purpose of this study was to assess if the time-of-day effect on explicit memory would continue if this variable were controlled, in addition to identifying the occurrence of a possible synchronic effect. A total of 68 undergraduates were classified as morning, intermediate, or afternoon types. The subjects listened to a list of 10 words during the training phase and immediately performed a recognition task, a procedure which they repeated twice. One week later, they underwent an unannounced recognition test. The target list and the distractor words were the same in all series. The subjects were allocated to two groups according to acquisition time: a morning group (N = 32), and an afternoon group (N = 36). One week later, some of the subjects in each of these groups were subjected to a test in the morning (N = 35) or in the afternoon (N = 33). The groups had similar chronotypes. Long-term explicit memory performance was not affected by test time-of-day or by chronotype. However, there was a training time-of-day effect [F (1,56) = 53.667; P = 0.009] with better performance for those who trained in the afternoon. Our data indicated that the advantage of training in the afternoon for long-term memory performance does not depend on chronotype and also that this performance is not affected by the synchronic effect.

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“…The scientific evidence for such claims is limited and typically ignores the potential importance of the synchrony between an individual's time of day preference, or 'chronotype,' and the time at which cognitive operations are performed. This is likely nontrivial because recent research with adults suggests that performance on a number of school relevant tasks (such as attention and memory) varies in synchrony with chronotype, with better performance in the morning than later in the day for Morning-types and better performance later in the day than in the morning for Evening-types (e.g., Hasher, Goldstein, & May, 2005;Intons-Peterson, Rocchi, West, McLellan, & Hackney, 1998;May, 1999;Yoon, May, Goldstein, & Hasher, in press). …”

Section: Introductionmentioning

confidence: 99%

Time of day, intellectual performance, and behavioral problems in Morning versus Evening type adolescents: Is there a synchrony effect?

Goldstein

Hahn

Hasher

et al. 2007

Personality and Individual Differences

261

177

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We administered measures of fluid and crystallized intelligence to Morning-and Evening-type adolescents who were tested either during a morning session or an afternoon session, at times chosen to reflect the limits of the average school day schedule. For the fluid intelligence measures, there was a synchrony effect, with better performance at times that matched individuals' preferences. A composite measure of the subtests used (block design, digit span, and vocabulary) computed to a 6 point difference in IQ estimates. We also assessed the behavioral adjustment of these participants and found heightened levels of maladaptive behavior for Evening-type adolescents. Adolescents tested at their nonoptimal times of day and adolescents who are Evening-types appear to be at risk for poor academic performance and Evening-types appear to be at risk for behavioral adjustment problems.

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Aging, optimal testing times, and negative priming.

Cited by 77 publications

References 82 publications

Age, time of testing, and proactive interference.

Age, time of testing, and proactive interference.

Effect of the time-of-day of training on explicit memory

Time of day, intellectual performance, and behavioral problems in Morning versus Evening type adolescents: Is there a synchrony effect?

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