Effects of aging on value-directed modulation of semantic network activity during verbal learning

Cohen, Melvin R.; Rissman, Jesse; Suthana, Nanthia; Castel, Alan D.; Knowlton, Barbara J.

doi:10.1016/j.neuroimage.2015.07.079

Cited by 63 publications

(108 citation statements)

References 86 publications

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“…Recent work concerning value-based learning and selectivity indicates that the study of high-value information relative to low-value information, in anticipation of a recall test, is associated with greater activity in regions of semantic processing (Cohen, Rissman, Suthana, Castel, & Knowlton, 2014, 2016). If RgRc participants’ recognition in Experiment 2 was based more on recollection than familiarity judgments, this could have made the transition to a purely recall-based test format less jarring, in that participants could have adapted encoding strategies already being used in anticipation of recognition testing for the recall tests.…”

Section: Methodsmentioning

confidence: 99%

Test expectancy and memory for important information.

Middlebrooks¹,

Murayama²,

Castel³

2017

Journal of Experimental Psychology: Learning, Memory, and Cogni

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Prior research suggests that learners study and remember information differently depending upon the type of test they expect to later receive. The current experiments investigate how testing expectations impact the study of and memory for valuable information. Participants studied lists of words ranging in value from 1–10 points with the goal being to maximize their score on a later memory test. Half of the participants were told to expect a recognition test after each list, while the other half were told to expect a recall test. After several lists of receiving tests congruent with expectations, participants studying for a recognition test instead received an unexpected recall test. In Experiment 1, participants who had studied for a recognition test recalled less of the valuable information than participants anticipating the recall format. These participants continued to attend less to item value on future (expected) recall tests than participants who had only ever experienced recall testing. When the recognition tests were made more demanding in Experiment 2, value-based recall improved relative to Experiment 1: though memory for the valuable information remained superior when participants studied with the expectation of having to recall the information, there were no longer significant differences after accounting for recall testing experience. Thus, recall-based testing encouraged strategic, value-based encoding and enhanced retrieval of important information, while recognition testing in some cases limited value-based study and memory. These results extend prior work concerning the impact of testing expectations on memory, offering further insight into how people study important information.

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Section: Methodsmentioning

confidence: 99%

Test expectancy and memory for important information.

Middlebrooks¹,

Murayama²,

Castel³

2017

Journal of Experimental Psychology: Learning, Memory, and Cogni

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“…As previously described (Ariel & Castel, 2013;Cohen, Rissman, Suthana, Castel, & Knowlton, 2016), the SI is a measure of a participant's point score, after taking into account the ideal point score and the chance point scores, which is weighted by the number of words recalled. The ideal point score is the maximum number of points that can be earned for recalling n number of words (e.g., the ideal point score for recalling four words is 10 + 10 + 10 + 10 = 40).…”

Section: Si ¼mentioning

confidence: 99%

Strategic value‐directed learning and memory in Alzheimer's disease and behavioural‐variant frontotemporal dementia

Wong

Irish

Savage

et al. 2018

Journal of Neuropsychology

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In healthy adults, the ability to prioritize learning of highly valued information is supported by executive functions and enhances subsequent memory retrieval for this information. In Alzheimer's disease (AD) and behavioural-variant frontotemporal dementia (bvFTD), marked deficits are evident in learning and memory, presenting in the context of executive dysfunction. It is unclear whether these patients show a typical memory bias for higher valued stimuli. We administered a value-directed word-list learning task to AD (n = 10) and bvFTD (n = 21) patients and age-matched healthy controls (n = 22). Each word was assigned a low, medium or high point value, and participants were instructed to maximize the number of points earned across three learning trials. Participants' memory for the words was assessed on a delayed recall trial, followed by a recognition test for the words and corresponding point values. Relative to controls, both patient groups showed poorer overall learning, delayed recall and recognition. Despite these impairments, patients with AD preferentially recalled high-value words on learning trials and showed significant value-directed enhancement of recognition memory for the words and points. Conversely, bvFTD patients did not prioritize recall of high-value words during learning trials, and this reduced selectivity was related to inhibitory dysfunction. Nonetheless, bvFTD patients showed value-directed enhancement of recognition memory for the point values, suggesting a mismatch between memory of high-value information and the ability to apply this in a motivationally salient context. Our findings demonstrate that value-directed enhancement of memory may persist to some degree in patients with dementia, despite pronounced deficits in learning and memory.

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“…While the present research is focused only on healthy young adults, our recent work on older adults provides a particularly illustrative example of this point. Cohen, Rissman, Suthana, Castel, and Knowlton (2014, 2016) used fMRI to examine the neural mechanisms underlying value-related memory enhancement in a paradigm known as value-directed remembering (Castel, Benjamin, Craik, & Watkins, 2002; Castel, 2008). These studies found that in both young adults and older adults, the degree to which value affects brain activity during word encoding in brain regions related to strategic control of semantic processing correlates with individual differences in how strongly value affects memory on an immediate free recall test.…”

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confidence: 99%

“…Such findings suggest that the impact of value on memory outcomes might qualitatively differ based on interactions between the mechanism being invoked and the time scale on which memory is being tested. Finally, as discussed above, effects of value on dopamine-producing regions during encoding may be weakened in older adults, even as strategy-driven value effects on memory are maintained with healthy aging (Cohen et al, 2016). It is thus important that we gain a better understanding of the interplay between strategy-driven and non-strategic, dopamine-driven effects of value in order to fully understand how value affects memory encoding processes.…”

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confidence: 99%

Free recall test experience potentiates strategy-driven effects of value on memory.

Cohen

Rissman

Hovhannisyan

et al. 2017

Journal of Experimental Psychology: Learning, Memory, and Cogni

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People tend to show better memory for information that is deemed valuable or important. By one mechanism, individuals selectively engage deeper, semantic encoding strategies for high value items (Cohen et al., 2014). By another mechanism, information paired with value or reward is automatically strengthened in memory via dopaminergic projections from midbrain to hippocampus (Shohamy & Adcock, 2010). We hypothesized that the latter mechanism would primarily enhance recollection-based memory, while the former mechanism would strengthen both recollection and familiarity. We also hypothesized that providing interspersed tests during study is a key to encouraging selective engagement of strategies. To test these hypotheses, we presented participants with sets of words, and each word was associated with a high or low point value. In some experiments, free recall tests were given after each list. In all experiments, a recognition test was administered 5 minutes after the final word list. Process dissociation was accomplished via Remember/Know judgments at recognition, a recall test probing both item memory and memory for a contextual detail (word plurality), and a task dissociation combining a recognition test for plurality (intended to probe recollection) with a speeded item recognition test (to probe familiarity). When recall tests were administered after study lists, high value strengthened both recollection and familiarity. When memory was not tested after each study list, but rather only at the end, value increased recollection but not familiarity. These dual process dissociations suggest that interspersed recall tests guide learners’ use of metacognitive control to selectively apply effective encoding strategies.

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Effects of aging on value-directed modulation of semantic network activity during verbal learning

Cited by 63 publications

References 86 publications

Test expectancy and memory for important information.

Test expectancy and memory for important information.

Strategic value‐directed learning and memory in Alzheimer's disease and behavioural‐variant frontotemporal dementia

Free recall test experience potentiates strategy-driven effects of value on memory.

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