Hyper-Binding: Older Adults Form Too Many Associations, Not Too Few

IF 7.4 1区 心理学 Q1 PSYCHOLOGY, MULTIDISCIPLINARY Current Directions in Psychological Science Pub Date : 2024-08-26 DOI:10.1177/09637214241263020
Karen L. Campbell, Emily E. Davis
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Abstract

Associative memory declines with age, and this decline is thought to stem from a decreased ability to form new associations or bind information together. However, a growing body of work suggests that (a) the binding process itself remains relatively intact with age when tested implicitly and (b) older adults form excessive associations (or “hyper-bind”) because of a decreased ability to control attention. In this article, we review evidence for the hyper-binding hypothesis. This work shows that older adults form more nontarget associations than younger adults, which leads to increased interference at retrieval and forgetting, an effect that may extend to others with poor attentional control, such as children and people with attention-deficit disorder. We discuss why hyper-binding is apparent only under implicit test conditions and how it affects memory for everyday events. Although hyper-binding likely contributes to forgetting, it may also confer certain advantages when seemingly irrelevant associations later become relevant.
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超强约束力:老年人结社过多而非过少
联想记忆会随着年龄的增长而衰退,这种衰退被认为是由于形成新联想或将信息结合在一起的能力下降所致。然而,越来越多的研究表明:(a) 在进行内隐测试时,结合过程本身会随着年龄的增长而保持相对完整;(b) 由于控制注意力的能力下降,老年人会形成过度的联想(或 "过度结合")。在本文中,我们回顾了 "过度结合 "假说的证据。这项研究表明,老年人比年轻人形成更多的非目标联想,从而导致检索和遗忘时的干扰增加,这种效应可能会延伸到其他注意力控制能力较差的人,如儿童和注意力缺陷障碍患者。我们讨论了为什么超结合只在隐含测试条件下才会显现,以及它是如何影响日常事件记忆的。虽然超结合可能会导致遗忘,但当看似无关的联想后来变得相关时,超结合也可能会带来某些优势。
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来源期刊
Current Directions in Psychological Science
Current Directions in Psychological Science PSYCHOLOGY, MULTIDISCIPLINARY-
CiteScore
13.00
自引率
1.40%
发文量
61
期刊介绍: Current Directions in Psychological Science publishes reviews by leading experts covering all of scientific psychology and its applications. Each issue of Current Directions features a diverse mix of reports on various topics such as language, memory and cognition, development, the neural basis of behavior and emotions, various aspects of psychopathology, and theory of mind. These articles allow readers to stay apprised of important developments across subfields beyond their areas of expertise and bodies of research they might not otherwise be aware of. The articles in Current Directions are also written to be accessible to non-experts, making them ideally suited for use in the classroom as teaching supplements.
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