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This pre-registered online study aimed to measure the effect of environmental support on age-differences in autobiographical memory alongside memory for images. Young and older adults reported autobiographical memories about which they regularly thought (high environmental support through practice) or that were experimentally cued to be mundane (low environmental support). The support manipulation was also applied to descriptions of images that were produced whilst images remained on screen (high support) or produced from memory (low support). In line with existing theory, support disproportionately benefitted older adults in the quantity of information produced. However, analysis of the autobiographical descriptions showed no age deficit in reporting episodic detail, in contrast to much of the existing literature. A second group of young and older adults also evaluated the descriptions produced, and older adults' descriptions were consistently rated as higher quality than young adults' descriptions across several dimensions, such as vividness and clarity. An unplanned meta-analysis was conducted to assess if a publication bias existed in the literature favoring the reporting of age-deficits in producing episodic detail in autobiographical memory: there was no evidence for a bias and the modal result of age deficits was generally supported. A key distinction is that the current study was conducted online – evidence is presented to argue that older adults may perform better at autobiographical memory tasks outside the lab. [ABSTRACT FROM AUTHOR]

Many studies show that age deficits in memory are smaller for information supported by pre-experimental experience. Many studies also find dissociations in memory tasks between words that occur with high and low frequencies in language, but the literature is mixed regarding the extent of word frequency effects in normal ageing. We examined whether age deficits in episodic memory could be influenced by manipulations of word frequency. In Experiment 1, young and older adults studied short and long lists of high- and low-frequency words for free recall. The list length effect (the drop in proportion recalled for longer lists) was larger in young compared to older adults and for high- compared to low-frequency words. In Experiment 2, young and older adults completed item and associative recognition memory tests with high- and low-frequency words. Age deficits were greater for associative memory than for item memory, demonstrating an age-related associative deficit. High-frequency words led to better associative memory performance whilst low-frequency words resulted in better item memory performance. In neither experiment was there any evidence for age deficits to be smaller for high- relative to low-frequency words, suggesting that word frequency effects on memory operate independently from effects due to cognitive ageing. [ABSTRACT FROM PUBLISHER]

Material consistent with knowledge/experience is generally more memorable than material inconsistent with knowledge/experience – an effect that can be more extreme in older adults. Four experiments investigated knowledge effects on memory with young and older adults. Memory for familiar and unfamiliar proverbs (Experiment 1) and for common and uncommon scenes (Experiment 2) showed similar knowledge effects across age groups. Memory for person-consistent and person-neutral actions (Experiment 3) showed a greater benefit of prior knowledge in older adults. For cued recall of related and unrelated word pairs (Experiment 4), older adults benefited more from prior knowledge only when it provided uniquely useful additional information beyond the episodic association itself. The current data and literature suggest that prior knowledge has the age-dissociable mnemonic properties of (1) improving memory for the episodes themselves (age invariant), and (2) providing conceptual information about the tasks/stimuli extrinsically to the actual episodic memory (particularly aiding older adults). [ABSTRACT FROM PUBLISHER]

Schema-consistent material that is aligned with an individual’s knowledge and experience is typically more memorable than abstract material. This effect is often more extreme in older adults and schema use can alleviate age deficits in memory. In three experiments, young and older adults completed memory tasks where the availability of schematic information was manipulated. Specifying nonobvious relations between to-be-remembered word pairs paradoxically hindered memory (Experiment 1). Highlighting relations within mixed lists of related and unrelated word pairs had no effect on memory for those pairs (Experiment 2). This occurred even though related word pairs were recalled better than unrelated word pairs, particularly for older adults. Revealing a schematic context in a memory task with abstract image segments also hindered memory performance, particularly for older adults (Experiment 3). The data show that processing schematic information can come with costs that offset mnemonic benefits associated with schema-consistent stimuli. [ABSTRACT FROM PUBLISHER]

If all but one of the items in a list are similar (e.g., all black except one red), memory for the different item is enhanced (the isolation effect). Older adults generally show similar or smaller isolation effects compared to young adults, which has been attributed to age-related deficits in associative memory whereby older adults are less able to associate an isolated stimulus to its isolating feature. Experiment 1 examined the isolation effect for isolation based on spatial position, modality and color; in Experiment 2, the criterion for isolation was the associative relation between stimuli. The results consistently showed no differences between young and older participants in the magnitude of the isolation effect. Whilst age deficits in associative memory may act to reduce the isolation effect in older adults, age deficits in self-initiated processing and inhibitory functionality may counteract this reduction by enhancing the isolation effect in older adults.