Selective memory disrupted in intra-modal dual-task encoding conditions

Direction and distance information in memory for location relative to landmarks

An object's location is often remembered relative to one or more landmarks. An object has a certain direction and distance relative to a landmark. When multiple landmarks are available the information from the different landmarks is integrated. In the prevailing view direction and distance are equally influential in the integration process. We present evidence that direction and distance are not always equally influential in landmark-based memory. During the study phase of our task, participants viewed a set of layouts, each comprising a target and two landmarks. During the test phase participants attempted to place each target in the correct location relative to the two landmarks. Our measure of direction deviation indexed the degree to which the targets were placed on the basis of distance rather than solely on the basis of direction. Our measure of distance deviation indexed the degree to which the targets were placed on the basis of direction rather than solely on the basis of distance. Direction deviation was smaller than distance deviation. The results suggest that direction is more influential than distance in memory for the locations of objects relative to landmarks.

Value-directed memory selectivity relies on goal-directed knowledge of value structure prior to encoding in young and older adults

People are generally able to selectively attend and remember high-value over low-value information. Here, we investigated whether young and older adults would display typical value-based memory selectivity effects for to-be-learned item-value associations when goal-directed information about the meaning of associated values was presented before and after encoding. In two experiments, both young and older adults were presented with one (Experiment 1) or multiple (Experiment 2) lists of words that were arbitrarily paired with different numerical values (e.g., "door-8") or font colors (e.g., "door" presented in red), which indicated each word's value. In Experiment 1, participants were told that the numerical value indicated the relative importance of each item either before they studied the list (preencoding), after they studied it (postencoding), or not at all (no value control instructions). Older adults were significantly more selective in the preencoding condition relative to the other conditions, whereas younger adults were not selective in any condition on this single-list (numerical) value task of Experiment 1. In Experiment 2, young and older adults were tested on four additional lists of both pre- and postencoding trials each after studying and recalling four lists of words without any value instructions. Results from Experiment 2 revealed that both young and older adults selectively prioritized high-value words on the preencoding trials, but not on postencoding trials, on this color-based categorical (low-medium-high) value task. The present study highlights a critical role of goal-directed knowledge of value-based instructions prior to encoding to facilitate typically observed value-directed memory selectivity for important information. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Responsible attention: the effect of divided attention on metacognition and responsible remembering

We are frequently exposed to situations where we need to remember important information when our attentional resources are divided; however, it was previously unclear how divided attention impacts responsible remembering: selective memory for important information to avoid consequences for forgetting. In the present study, we examined participants' memory for valuable information, metacognitive accuracy, and goal-directed cognitive control mechanisms when under full and divided attention. In Experiment 1, participants were presented with words paired with point values counting towards their score if recalled but were required to "bet" on whether they would remember it. Results revealed that selective memory for high-value information was impaired under divided attention. In Experiment 2, we presented participants with unassociated word pairs and solicited metacognitive predictions of recall (i.e., JOLs). Results revealed that the relative accuracy of participants' metacognitive judgments was enhanced when studying under divided attention. Experiment 3 examined cognitive control mechanisms to selectively remember goal-relevant information at the expense of information that could potentially be offloaded (i.e., responsible forgetting). Results revealed that participants' ability to strategically prioritize goal-relevant information at the expense of information that could be offloaded was preserved under divided attention. Collectively, responsible attention encompasses how attentional resources impact one's ability to engage in responsible remembering and we demonstrate that responsible remembering can be impaired, enhanced, and preserved in certain contexts.