Adults’ age-related differences in strategy perseveration are modulated by response-stimulus intervals and problem features

Memory precision and age differentially predict the use of decision-making strategies across the lifespan

Memory function declines in normal aging, in a relatively continuous fashion following middle-age. The effect of aging on decision-making is less well-understood, with seemingly conflicting results on both the nature and direction of these age effects. One route for clarifying these mixed findings is to understand how age-related differences in memory affect decisions. Recent work has proposed memory sampling as a specific computational role for memory in decision-making, alongside well-studied mechanisms of reinforcement learning (RL). Here, we tested the hypothesis that age-related declines in episodic memory alter memory sampling. Participants (total N = 361; ages 18-77) performed one of two variants of a standard reward-guided decision experiment with additional trial-unique mnemonic content and a separately-administered task for assessing memory precision. When we fit participants' choices with a hybrid computational model implementing both memory-based and RL-driven valuation side-by-side, we found that memory precision tracked the contribution of memory sampling to choice. At the same time, age corresponded to decreasing influence of RL and increasing perseveration. A second experiment confirmed these results and further revealed that memory precision tracked the specificity of memories selected for sampling. Together, these findings suggest that differences in decision-making across the lifespan may be related to memory function, and that interventions which aim to improve the former may benefit from targeting the latter.

Learned Irrelevance, Perseveration, and Cognitive Aging: A Cross-Sectional Study of Cognitively Unimpaired Older Adults

The effect of natural aging on physiologic mechanisms that regulate attentional set-shifting represents an area of high interest in the study of cognitive function. In visual discrimination learning, reward contingency changes in categorization tasks impact individual performance, which is constrained by attention-shifting costs. Perseveration (PE) and learned irrelevance (LI) are viewed as two different mechanisms that shape responses to stimuli, which are predicated on the shift in stimulus form. To date, only studies examining patients with Parkinson’s disease have provided some insight into the relationship between individual age and performance in PE and LI tasks. We enrolled 60 healthy individuals (mean [SD] age, 63.0 [12.6]) without a history of dementia, a cerebrovascular incident, or a neurodegenerative disease. No association was observed between crystallized intelligence or verbal fluency scores and reaction time in both PE (r = 0.074, p = 0.603; r = −0.124, p = 0.346) and LI (r = −0.076, p = 0.562; r = −0.081, p = 0.536) task conditions, respectively. In contrast, a statistically significant linear relationship was observed between age and reaction time (RT) for PE (r = 0.259, p = 0.046) but not for LI (r = 0.226, p = 0.083). No significant linear relationship was observed for changing RTs in PE and LI (r = 0.209, p = 0.110). The present study is the first report that provides a descriptive overview of age-related differences in PE and LI in a sample of cognitively unimpaired middle- to older-aged adults.

Emotions and arithmetic in children

How do negative emotions influence arithmetic performance and how such influence changes with age during childhood? To address these issues, I used a within-trial emotion induction procedure while children solve arithmetic problems. More specifically, 8-15 year-old participants (N = 207) solved arithmetic problems (8 + 4 = 13. True? False?) that were displayed superimposed on emotionally negative or neutral pictures. The main results showed (a) poorer performance in emotionally negative conditions in all age groups, (b) larger deleterious effects of negative emotions on harder problems, (c) decreased effects of emotions as children grow older, and (d) sequential carry-over effects of emotions in all age groups such that larger decreased performance under emotion condition relative to neutral condition occurred on current trials immediately preceded by emotional trials. These findings have important implications for furthering our understanding of how emotions influence arithmetic performance in children and how this influence changes during childhood.

The Sources of Sequential Modulations of Control Processes in Arithmetic Strategies: A Magnetoencephalography Study

In a wide variety of cognitive domains, performance is determined by the selection and execution of cognitive strategies to solve problems. We used magnetoencephalography to identify the brain regions involved and specify the time course of dynamic modulations of executive control processes during strategy execution. Participants performed a computational estimation task in which they were instructed to execute a poorer or better strategy to estimate results of two-digit multiplication problems. When participants were asked to execute the poorer strategy, two distinct sets of brain activations were identified, depending on whether the poorer strategy (engaging the left inferior frontal junction) or the better strategy (engaging ACC) had been executed on the immediately preceding items. Our findings also revealed the time course of activations in regions involved in sequential modulations of cognitive control processes during arithmetic strategy execution. These findings point at processes of proactive preparation on items after poorer strategy items and dynamics of reactive adjustments after better strategy items.

Age-related differences in children's strategy repetition: A study in arithmetic

Third and fifth graders (Experiment 1) and fifth and seventh graders (Experiment 2) accomplished computational estimation tasks in which they provided estimates to two-digit arithmetic problems (e.g., 34+68). Participants saw trials, each including three consecutive problems. Each trial was separated by a letter judgment task (i.e., participants needed to say whether a series of four letters included only vowels, only consonants, or both types of letters). On each problem, children were asked to select the better of the following strategies: rounding down (i.e., rounding both operands down to the nearest decades; e.g., 30+60=90) or rounding up (rounding both operands up to the nearest decades; e.g., 40+70=110). Half of the trials were repeated strategy trials (i.e., the better strategy was the same for the first two prime problems and the last target problem) and half were unrepeated strategy trials (i.e., the better strategy was different for prime and target problems). We found that (a) children repeated the same strategy over successive problems, even when they should change strategies to obtain better performance, (b) strategy repetitions decreased with age, (c) repeating the same strategy gave children performance benefits, and (d) these strategy repetition benefits were similar across grades. These effects of strategy repetition during strategy selection and strategy execution have important empirical and theoretical implications regarding how children choose among strategies, how children execute selected strategies on each problem, and how strategic variations change with age.