Extending Campbell's (1999) staying alive theory (SAT) beyond aggression, we reviewed evidence that females are more self-protective than males. Many commentators provided additional supporting data. Sex differences in life-history adaptations, in the optimal relation between survival and reproduction, and in the mechanisms underlying trade-offs involved with self-protection remain important topics with numerous opportunities for improved understanding.

ObjectiveThe objective of this study was to validate the computerized Symbol Digit Modalities Test in a Swiss pediatric cohort, in comparing the Swiss sample to the Canadian norms. Secondly, we evaluated sex effects, age-effects, and test–retest reliability of the c-SDMT in comparison to values obtained for the paper and pencil version of the Symbol Digit Modalities Test.MethodsThis longitudinal observational study was conducted in a single-center setting at the University Children’s Hospital of Bern. Our cohort consisted of 86 children aged from (...) 8 to 16 years. The cohort included both healthy participants and patients hospitalized for a non-neurological disease. Forty eight participants were assessed during two testing sessions with the SDMT and the c-SDMT.ResultsTest–retest reliability was high in both tests. A reliable change index was calculated for the SDMT and the c-SDMT corrected for practice effects. While a significant age effect on information processing speed was observed, no such effect was found for sex. When data on the c-SDMT performance of the Swiss cohort was compared with that from a Canadian cohort, no significant difference was found for the mean time per trial in any age group. Norm values for age groups between 8 and 16 years in the Swiss cohort were established.ConclusionNorms for the c-SDMT between the Swiss and the Canadian cohort were comparable. The c-SDMT is a valid alternative to the SDMT. It is a feasible and easy to administer bedside tool due to high reliability and the lack of motor demands. (shrink)

The present study explored the concept of cognitive reserve by using a testing-the-limits paradigm. 140 young and 140 older adults were provided with extensive retest practice in the Digit Symbol Substitution Test and a visual search task. Cognitive abilities and personality dimensions served as predictors of retest improvement. Latent Growth Curve analyses demonstrated greater DSST improvement for the young group, but similar visual search improvement for both age groups, indicating age-independent cognitive reserve in visual search. Improvement rates for both tasks (...) were weakly correlated, speaking rather for task-specific learning than for a general cognitive reserve. Cognitive reserve was rather independent from cognitive abilities and, with one exception, also from personality dimensions. Implications for cognitive reserve in general and DSST and visual search retest learning in particular are discussed. (shrink)

The purpose of this study was to compare working memory (WM), executive function, academic ability and problem classroom behaviors in children aged 8 to 11 years who were either identified via routine screening as having low WM, or had been diagnosed with ADHD. Standardised assessments of WM, executive function and reading and mathematics were administered to 83 children with ADHD, 50 children with low WM and 50 typically developing children. Teachers rated problem behaviors on checklists measuring attention, hyperactivity/impulsivity, oppositional behavior, (...) and difficulties associated with executive function in the classroom. The ADHD and low WM groups had highly similar WM and executive function profiles, but were distinguished in two key respects: children with ADHD had higher levels of rated and observed impulsive behavior, and children low WM had slower response times. Possible mechanisms for these common and distinct deficits are discussed. (shrink)

Mata and von Helversen's integrative review of adult age differences in search performance makes a good case that cognitive control may impact certain aspects of self-regulation of search. However, information foraging as a framework also offers an avenue to consider how adults of different ages adapt to age-related changes in cognition, such as in cognitive control.

Working memory limits are best defined in terms of the complexity of the relations that can be processed in parallel. Complexity is defined as the number of related dimensions or sources of variation. A unary relation has one argument and one source of variation; its argument can be instantiated in only one way at a time. A binary relation has two arguments, two sources of variation, and two instantiations, and so on. Dimensionality is related to the number of chunks, because (...) both attributes on dimensions and chunks are independent units of information of arbitrary size. Studies of working memory limits suggest that there is a soft limit corresponding to the parallel processing of one quaternary relation. More complex concepts are processed by or In segmentation, tasks are broken into components that do not exceed processing capacity and can be processed serially. In conceptual chunking, representations are to reduce their dimensionality and hence their processing load, but at the cost of making some relational information inaccessible. Neural net models of relational representations show that relations with more arguments have a higher computational cost that coincides with experimental findings on higher processing loads in humans. Relational complexity is related to processing load in reasoning and sentence comprehension and can distinguish between the capacities of higher species. The complexity of relations processed by children increases with age. Implications for neural net models and theories of cognition and cognitive development are discussed. (shrink)

Everyday tasks, such as getting groceries en route from work, involve two distinct components, one prospective (i.e., remembering the plan) and the other retrospective (i.e., remembering the grocery list). The present investigation examined the size of the age-related performance declines in these components, as well as the relationship between these components and age-related differences in processing resources. The subjects were 133 community-dwelling adults between 65 and 95 years of age. They completed a large battery of tests, including tests of pro- (...) and retrospective memory as well as tests for indexing processing resources. The results showed similar age-related declines in pro- and retrospective memory. There was only a weak relationship between pro- and retrospective memory, and the age-related decline in processing resources was related more strongly to retro- than prospective memory. (shrink)

In recent years, foreign language learning has been proposed as a possible cognitive intervention for older adults. However, the brain network and cognitive functions underlying FLL has remained largely unconfirmed in older adults. In particular, older and younger adults have markedly different cognitive profile—while older adults tend to exhibit decline in most cognitive domains, their semantic memory usually remains intact. As such, older adults may engage the semantic functions to a larger extent than the other cognitive functions traditionally considered the (...) most important. Using anatomical measurements and a cognitive test battery, the present study examined this hypothesis in twenty cognitively normal older adults, who participated in a two-month Italian learning programme. Results showed that the immediate learning success and long-term retention of Italian vocabularies were most consistently predicted by the anatomical measures of the left pars orbitalis and left caudal middle frontal cortex, which are implicated in semantic and episodic memory functions. Convergent evidence was also found based on the pattern of cognitive associations. Our results are consistent with a prominent role of semantic and episodic memory functions in vocabulary learning in older learners. (shrink)

Age has been shown to influence language comprehension, with delays, for instance, in older adults' expectations about upcoming information. We examined to what extent expectations about upcoming event information change across the lifespan and as a function of different world-language relations. In a visual-world paradigm, participants in all three age groups inspected a speaker whose facial expression was either smiling or sad. Next they inspected two clipart agents depicted as acting upon a patient. Control scenes featured the same three characters (...) without the action depictions. While inspecting the depictions, comprehenders listened to a German sentence [e.g., Den Marienkäfer kitzelt vergnügt der Kater; literally: “The ladybug tickles happily the cat ”]. Referential verb-action relations could, in principle, cue the cat-agent and so could non-referential relations via links from the speaker's smile to “happily” and the cat's smile. We examined variation in participants' visual anticipation of the agent before it was mentioned depending on participant age and whether the referentially mediated action depiction or the non-referentially associated speaker smile cued the agent. The action depictions rapidly boosted participants' visual anticipation of the agent, facilitating thematic role assignment in all age groups. By contrast, effects of the non-referentially cued speaker smile emerged in the younger adults only. We outline implications of these findings for processing accounts of the temporally coordinated interplay between listeners' age-dependent language comprehension, their interrogation of the visual context, and visual context influences. (shrink)

Aging is accompanied by changes in general cognitive functioning which may impact the learning rate of older adults; however, this is often not controlled for in cognitive aging studies. We investigated the contribution of differences in learning rates to age-related differences in landmark knowledge acquired from route learning. In Experiment 1 we used a standard learning procedure in which participants received a fixed amount of exposure to a route. Consistent with previous research, we found age-related deficits in associative cue and (...) landmark sequence knowledge. Experiment 2 controlled for differences in learning rates by using a flexible exposure learning procedure. Specifically, participants were trained to a performance criterion during route learning before being tested on the content of their route knowledge. While older adults took longer to learn the route than younger adults, the age-related differences in associative cue knowledge were abolished. The deficit in landmark sequence knowledge, however, remained. Experiment 3 replicated these results and introduced a test situation in which a deficit in landmark sequence knowledge yielded an increased likelihood of disorientation in older adults. The findings of this study suggest that age-related deficits in landmark associative cue knowledge are attenuated by controlling for learning rates. In contrast, landmark sequence knowledge deficits persist and are best explained by changes in the learning strategy of older adults to acquire task essential associative cue knowledge at the expense of supplementary sequence knowledge. (shrink)

The lexical–semantic organization of the mental lexicon is bound to change across the lifespan. Nevertheless, the effects of lexical–semantic factors on word processing are usually based on studies enrolling young adult cohorts. The current study aims to investigate to what extent age‐specific semantic organization predicts performance in referential word production over the lifespan, from school‐age children to older adults. In Study 1, we conducted a free semantic association task with participants from six age‐groups (ranging from 10 to 80 years old) (...) to compute measures that capture age‐specific properties of the mental lexicon across the lifespan. These measures relate to lifespan changes in the Available Richness of the mental lexicon and in the lexical–semantic Network Prototypicality of concrete words. In Study 2, we used the collected data to predict performance in a picture‐naming task on a new group of participants within the same age‐groups as for Study 1. The results show that age‐specific semantic Available Richness and Network Prototypicality affect word production speed while the semantic variables collected only in young adults do not. A richer and more prototypical semantic network across subjects from a given age‐group is associated with faster word production speed. The current results indicate that age‐specific semantic organization is crucial to predict lexical–semantic behaviors across the lifespan. Similarly, these results also provide cues to the understanding of the lexical–semantic properties of the mental lexicon and to lexical selection in referential tasks. (shrink)

Search is a prerequisite for successful performance in a broad range of tasks ranging from making decisions between consumer goods to memory retrieval. How does aging impact search processes in such disparate situations? Aging is associated with structural and neuromodulatory brain changes that underlie cognitive control processes, which in turn have been proposed as a domain-general mechanism controlling search in external environments as well as memory. We review the aging literature to evaluate the cognitive control hypothesis that suggests that age-related (...) change in cognitive control underlies age differences in both external and internal search. We also consider the limits of the cognitive control hypothesis and propose additional mechanisms such as changes in strategy use and affect that may be necessary to understand how aging affects search. (shrink)

Cognitive failures are lapses in attention, cognition, and actions that everybody experiences in everyday life. Self-reports are mainly used for assessment but those instruments are memory-biased and more related to personality aspects than to actual behavior. Ambulatory assessment is already used for capturing emotions or addictive behavior, but not yet for cognitive failures. The newly developed Questionnaire for Cognitive Failures in Everyday Life was applied via mobile phones wherein an acoustic signal asked participants 4 times daily to answer 13 questions (...) for 1 week. The new instrument showed satisfying reliability and was compared with a self-report method in terms of correlations with cognitive abilities , personality traits, and demographical aspects. Although further validation is needed, first results are promising and eKFA enriches cognitive failures research. (shrink)

As adults age, their performance on many psychometric tests changes systematically, a finding that is widely taken to reveal that cognitive information-processing capacities decline across adulthood. Contrary to this, we suggest that older adults'; changing performance reflects memory search demands, which escalate as experience grows. A series of simulations show how the performance patterns observed across adulthood emerge naturally in learning models as they acquire knowledge. The simulations correctly identify greater variation in the cognitive performance of older adults, and successfully (...) predict that older adults will show greater sensitivity to fine-grained differences in the properties of test stimuli than younger adults. Our results indicate that older adults'; performance on cognitive tests reflects the predictable consequences of learning on information-processing, and not cognitive decline. We consider the implications of this for our scientific and cultural understanding of aging. (shrink)

This study investigated the mechanisms behind episodic autobiographical memory development in school-age children. Thirty children performed a novel EAM test. We computed one index of episodicity via autonoetic consciousness and two indices of retrieval spontaneity for a recent period and a more remote one . Executive functions, and episodic and personal semantic memory were assessed. Results showed that recent autobiographical memories were mainly episodic, unlike remote ones. An age-related increase in the indices of episodicity and specific spontaneity for recent AMs (...) was mainly mediated by an age-related increase in the efficiency of the three cognitive abilities. Remote AMs varied only slightly with age , reflecting improvements in semantic abilities. Thus, EAM development in school-age children is essentially bound up with the increasing efficiency of cognitive abilities. Results are discussed in the light of models of childhood amnesia. (shrink)

Previous research on whether source memory is enhanced for emotionally valenced sources yielded inconclusive results. To identify potential boundary conditions, we tested whether encoding instructions that promote affective versus different types of non-affective item-source-processing foster versus hamper source-valence effects. In both experiments, we used neutral words as items superimposed on emotional (positive & negative) or neutral pictures as sources. Source pictures were selected based on valence and arousal ratings collected in a pre-study such that only valence varied across sources. Source (...) memory was measured via multinomial modelling. In Experiment 1, we applied an affective, item-focused orienting task (OT; i.e. word-pleasantness ratings) during item-source encoding and found enhanced source memory for emotionally valenced (positive & negative) compared to neutral sources. In Experiment 2, we systematically manipulated encoding instructions and again found enhanced source memory for emotionally valenced sources with an affective OT. No such effects occurred in the non-affective conditions, where participants were instructed to integrate item and source (item-source-fit judgments), to focus on the item (living-non-living judgments), or to encode the items only, respectively. With intentional item encoding, however, source memory was surprisingly better for positive than negative sources. We conclude that source-valence effects might unfold only under affective processing. (shrink)

Older adults with age-related hearing loss exhibit substantial individual differences in speech perception in adverse listening conditions. We propose that the ability to rapidly adapt to changes in the auditory environment is among the processes contributing to these individual differences, in addition to the cognitive and sensory processes that were explored in the past. Seventy older adults with age-related hearing loss participated in this study. We assessed the relative contribution of hearing acuity, cognitive factors, rapid perceptual learning of time-compressed speech, (...) and hearing aid use to the perception of speech presented at a natural fast rate, speech embedded in babble noise, and competing speech. Speech perception was modeled as a function of the other variables. For fast speech, age [odds ratio = 0.79], hearing acuity, pre-learning perception of time-compressed speech, and rapid perceptual learning were all significant predictors. For speech in noise, only hearing and pre-learning perception of time-compressed speech were significant predictors. Consistent with previous findings, the severity of hearing loss and auditory processing was strong contributors to individual differences in fast speech and speech in noise perception. Furthermore, older adults with good rapid perceptual learning can use this capacity to partially offset the effects of age and hearing loss on the perception of speech presented at fast conversational rates. Our results highlight the potential contribution of dynamic processes to speech perception. (shrink)

Background Previous reports have described that simple cognitive training using reading aloud and solving simple arithmetic calculations, so-called “learning therapy”, can improve executive functions and processing speed in the older adults. Nevertheless, it is not well-known whether learning therapy improve a wide range of cognitive functions or not. We investigated the beneficial effects of learning therapy on various cognitive functions in healthy older adults. Methods We used a single-blinded intervention with two groups (learning therapy group: LT and waiting list control (...) group: WL). Sixty-four elderly were randomly assigned to LT or WL. In LT, participants performed reading Japanese aloud and solving simple calculations training tasks for 6 months. WL did not participate in the intervention. We measured several cognitive functions before and after 6 months intervention periods. Results Compared to WL, results revealed that LT improved inhibition performance in executive functions (Stroop: LT (Mean = 3.88) vs. WL (Mean = 1.22), adjusted p =.013 and reverse Stroop LT (Mean = 3.22) vs. WL (Mean = 1.59), adjusted p =.015), verbal episodic memory (logical memory: LT (Mean = 4.59) vs. WL (Mean = 2.47), adjusted p =.015), focus attention(D-CAT: LT (Mean = 2.09) vs. WL (Mean = -0.59), adjusted p =.010) and processing speed compared to the waiting list control group (digit symbol coding: LT (Mean = 5.00) vs. WL (Mean = 1.13), adjusted p =.015 and symbol search: LT (Mean = 3.47) vs. WL (Mean = 1.81), adjusted p =.014). Discussion This RCT can showed the benefit of learning therapy on inhibition of executive functions, verbal episodic memory, focus attention, and processing speed in healthy elderly people. Our results were discussed under overlapping hypothesis. Trial registration “This trial was registered in The University Hospital Medical Information Network Clinical Trials Registry (UMIN000006998).”. (shrink)

The present chapter provides a review of the literature addressing changes in memory performance in older adults (often retired individuals with an age between 60 and 80 years), compared to younger adults (often college students around age 20). While it is well-established that memory performance declines in older adults (e.g., Kausler, 1994; Ryan, 1992), it is now clear that not all aspects of memory are impaired (e.g., Balota & Duchek, 1988; Burke & Light, 1981; Craik, 1983; Schacter, Kihlstrom, Kaszniak & (...) Valdiserri, 1993; Shimamura, 1989). Dissociations across age groups with respect to impairments in different memory types/processes have provided (a) insights into the influence of aging on neuropsychological underpinnings of memory, and (b) leverage for memory theorists to develop a better understanding of normal memory functioning. This chapter involves three sections: First, we provide a summary of selected empirical findings that document the nature of age-related changes across a wide set of memory tasks. Although it is beyond the scope of the present chapter to review the rich literature concerning memory and aging, this section will acquaint the reader with examples of paradigms used to study distinct aspects of memory and the conclusions that researchers have reached regarding the influence of age on each memory type/process. Second, we discuss the major theoretical perspectives that have been proposed as explanatory constructs for these age-related memory deficits. Finally, we provide an overview of recent developments that shed some light on understanding the possible neurological underpinnings of aging on memory functioning. (shrink)