Eavesdropping on Autobiographical Memory: A Naturalistic Observation Study of Older Adults' Memory Sharing in Daily Conversations

Retrieving autobiographical memories in autobiographical contexts: are age-related differences in narrated episodic specificity present outside of the laboratory?

The Autobiographical Interview, a method for evaluating detailed memory of real-world events, reliably detects differences in episodic specificity at retrieval between young and older adults in the laboratory. Whether this age-associated reduction in episodic specificity for autobiographical event retrieval is present outside of the laboratory remains poorly understood. We used a videoconference format to administer the Autobiographical Interview to cognitively unimpaired older adults (N = 49, M = 69.5, SD = 5.94) and young adults (N = 54, M = 22.5, SD = 4.19) who were in their homes at the time of retrieval. Relative to young adults, older adults showed reduced episodic specificity in their home environment, as reflected by fewer episodic or "internal" details (t (101) = 3.23, p = 0.009) and more "external" details (i.e., semantic, language-based details) (t (101) = 3.60, p = 0.003). These findings, along with detail subtype profiles in the narratives, bolster the ecological validity of the Autobiographical Interview and add promise to the use of virtual cognitive testing to improve the accessibility, participant diversity, scalability, and ecological validity of memory research.

A Theory of Mental Frameworks

Problem-solving skills are highly valued in modern society and are often touted as core elements of school mission statements, desirable traits for job applicants, and as some of the most complex thinking that the brain is capable of executing. While learning to problem-solve is a goal of education, and many strategies, methodologies, and activities exist to help teachers guide the development of these skills, there are few formal curriculum structures or broader frameworks that guide teachers toward the achievement of this educational objective. Problem-solving skills have been called "higher order cognitive functions" in cognitive neuroscience as they involve multiple complex networks in the brain, rely on constant rehearsal, and often take years to form. Children of all ages employ problem solving, from a newborn seeking out food to children learning in school settings, or adults tackling real-world conflicts. These skills are usually considered the end product of a good education when in fact, in order to be developed they comprise an ongoing process of learning. "Ways of thinking" have been studied by philosophers and neuroscientists alike, to pinpoint cognitive preferences for problem solving approaches that develop from exposure to distinct models, derived from and resulting in certain heuristics used by learners. This new theory paper suggests a novel understanding of the brain's approach to problem solving that structures existing problem-solving frameworks into an organized design. The authors surveyed problem-solving frameworks from business administration, design, engineering, philosophy, psychology, education, neuroscience and other learning sciences to assess their differences and similarities. This review lead to an appreciation that different problem-solving frameworks from different fields respond more or less accurately and efficiently depending on the kinds of problems being tackled, leading to our conclusion that a wider range of frameworks may help individuals approach more varied problems across fields, and that such frameworks can be organized in school curriculum. This paper proposes that explicit instruction of "mental frameworks" may help organize and formalize the instruction of thinking skills that underpin problem-solving-and by extension-that the more such models a person learns, the more tools they will have for future complex problem-solving. To begin, this paper explains the theoretical underpinnings of the mental frameworks concept, then explores some existing mental frameworks which are applicable to all age groups and subject areas. The paper concludes with a list of five limitations to this proposal and pairs them with counter-balancing benefits.

Episodic Events as Spatiotemporal Memory: The Sequence of Information in the Episodic Buffer of Working Memory for Language Comprehension

Memory and language are the two higher-order cognitive abilities intertwined for communication and other cognitive skills. Memory is the storage capacity of all the information we perceive. Where the sensory memory perceives the stimuli, the working memory actively stores the information and passes it to the long-term memory. However, there is a question that how is the continuous perception of stimuli transformed into meaningful information and organized for proper execution and retrieval from the memory? This paper focuses on the episodic memory that perceives information that is spatial and temporal based on our everyday experiences. Though the spatiotemporal information we receive is continuous; the episodic memory arranges the information as to episodes in the working memory before the information is stored for a longer period. The episodic buffer is one of the components of the working memory model which holds the episodic memory that is organized concerning time. To this point, the paper tries to understand the working of the episodic buffer in maintaining the episodic memory and also about the process of episodic events into meaningful units. Further, the paper also concentrates on the hippocampus which is considered to be the location of the episodic buffer.

Past and future episodic detail retrieval is reduced among clinically normal older adults at higher genetic risk for late-onset Alzheimer's disease

OBJECTIVE

Remembering and imagining personal events that are rich in episodic (i.e., event-specific) detail is compromised in older adults who have mild cognitive impairment, a known risk factor for Alzheimer's disease dementia. Less clear is whether lower episodic detail generation is associated with higher risk for Alzheimer's disease dementia before mild clinical decline is detectable.

METHOD

We compared past and future autobiographical thinking in clinically normal older adult carriers of the Alzheimer's disease-associated apolipoprotein E e4 allele (APOE4; n = 39) to demographically and neuropsychologically similar non-APOE4 carriers (n = 43).

RESULTS

APOE4 carriers showed a significant reduction for episodic details when remembering past events (d = .47) and imagining future events (d = .46), but not for nonepisodic details.

CONCLUSIONS

These findings suggest that APOE4 is associated with a selective reduction of episodic detail during past and future autobiographical thinking among clinically normal older adults. Reduced episodic detail generation, therefore, may be an early cognitive associate of higher risk for Alzheimer's disease dementia. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Individual differences in the relationship between episodic detail generation and resting state functional connectivity vary with age

The ability to generate episodic details while recollecting autobiographical events is believed to depend on a collection of brain regions that form a posterior medial network (PMN). How age-related differences in episodic detail generation relate to the PMN, however, remains unclear. The present study sought to examine individual differences, and the role of age, in PMN resting state functional connectivity (rsFC) associations with episodic detail generation. Late middle-aged and older adults (N = 41, ages 52-81), and young adults (N = 21, ages 19-35) were asked to describe recent personal events, and these memory narratives were coded for episodic, semantic and 'miscellaneous' details. Independent components analysis and regions-of-interest analyses were used to assess rsFC within the PMN separately for anterior connections (hippocampal and medial prefrontal) and posterior connections (hippocampal, parahippocampal and parieto-occipital), as these connections purportedly serve different functional roles in episodic detail generation. Compared to younger adults, older adults produced memory narratives with lower episodic specificity (ratio of episodic:total details) and a greater amount of semantic detail. Among the older adults, episodic detail amounts and episodic specificity were reduced with increasing age. There were no significant age differences in PMN rsFC. Stronger anterior PMN rsFC was related to lower episodic detail in the older adult group, but not in the young. Among the older adults, increasing age brought on an association between increased anterior PMN rsFC and reduced episodic specificity. In contrast, increasing age brought on an association between increased posterior PMN rsFC and increased semantic detail. The present study provides evidence that functional connectivity within the PMN, particularly anterior PMN, tracks individual differences in the amount of episodic details retrieved by older adults. Furthermore, these brain-behavior relationships appear to be age-specific, indicating that some process within aging alters the nature of how anterior PMN rsFC and episodic detail relate to each other. Whether this process entails an age-related loss of integrity to the PMN, or an age-related shift toward semantic retrieval, remains to be determined.

The Sounds of Memory: Extending the Age-Prospective Memory Paradox to Everyday Behavior and Conversations

OBJECTIVES

Around the turn of the millennium, the "age-prospective memory (PM) paradox" challenged the classical assumption that older adults necessarily evidence a marked decline in PM functioning. As previous investigations highlighted ecological validity to be a potential explanation, the present study sought to extend established approaches by using novel real-world assessment technologies to examine PM unobtrusively in everyday-life conversations.

METHOD

Next to laboratory PM tasks, real-life PM performance of 53 younger adults (19-32 years) and 38 older adults (60-81 years) was assessed from three sources: Over nine days, participants completed an experimenter-given naturalistic task, a diary-based approach assessing self-assigned intentions, as well as an ambulatory assessment with the Electronically Activated Recorder (EAR), a device that unobtrusively samples ambient sounds to detect spontaneous speech production related to (lapses in) everyday PM.

RESULTS

Older adults showed lower performance in laboratory PM only for the time-based task, and performed either equally well as or even better than younger adults in everyday PM. With regard to PM performance as captured in real-life ambient audio data, younger adults talked more frequently about PM than older adults, but no significant difference between younger and older adults was found for speech related to PM errors.

DISCUSSION

Findings confirmed older adults' preserved PM performance in everyday life across different indicators with increasing ecological validity. Furthermore, as a novel method to assess conversational PM in everyday life, the EAR opens new insights about the awareness of PM lapses and the communication of intentions in real life.

The ERP correlates of self-knowledge in ageing

Self-knowledge is a type of personal semantic knowledge that concerns one's self-image and personal identity. It has most often been operationalized as the summary of one's personality traits ("I am a stubborn person"). Interestingly, recent studies have revealed that the neural correlates of self-knowledge can be dissociated from those of general semantic and episodic memory in young adults. However, studies of "dedifferentiation" or loss of distinctiveness of neural representations in ageing suggest that the neural correlates of self-knowledge might be less distinct from those of semantic and episodic memory in older adults. We investigated this question in an event-related potential (ERP) study with 28 young and 26 older adults while they categorised personality traits for their self-relevance (self-knowledge conditions), and their relevance to certain groups of people (general semantic condition). Participants then performed a recognition test for previously seen traits (episodic condition). The amplitude of the late positive component (LPC), associated with episodic recollection processes, differentiated the self-knowledge, general semantic, and episodic conditions in young adults, but not in older adults. However, in older adults, participants with higher composite episodic memory scores had more differentiated LPC amplitudes across experimental conditions. Moreover, consistent with the fact that age-related neural dedifferentiation may be material and region specific, in both age groups some differences between memory types were observed for the N400 component, associated with semantic processing. Taken together, these findings suggest that declarative memory subtypes are less distinct in ageing, but that the amount of differentiation varies with episodic memory function.

Mapping the imaginative mind: Charting new paths forward

The fields of psychology and neuroscience are in the midst of an explosion of research seeking to understand human imagination - the ability to form thoughts and mental images that stretch beyond what is currently available to the senses. Imaginative thought is proving to be remarkably diverse, capturing the capacity to recall past experiences, consider what lies ahead, and understand others' minds, in addition to other forms of creative and spontaneous thinking. In the first part of this article, we introduce an integrative framework that attempts to explain how components of a core brain network facilitate interacting features of imagination that we refer to as the "mind's eye" and "mind's mind." We then highlight three emerging research directions that could inform our understanding of how imagination arises and unfolds in everyday life.

Searching for the past: Exploring the dynamics of direct and generative autobiographical memory reconstruction among young and cognitively normal older adults

Episodic autobiographical memories (EAMs) can come to mind through two retrieval routes, one direct (i.e., an EAM is retrieved almost instantaneously) and the other generative (i.e., by using autobiographical/general knowledge to cue an EAM). It is well established that normal cognitive aging is associated with a reduction in the retrieval of EAMs, but the contributions of direct or generative reconstruction to the age-related shift toward general memories remain unknown. Prior studies also have not clarified whether similar cognitive mechanisms facilitate the ability to successfully reconstruct EAMs and elaborate them in event-specific detail. To address these gaps in knowledge, young and older participants were asked to reconstruct EAMs using a "think-aloud" paradigm and then describe in detail a subset of retrieved memories. An adapted scoring procedure was implemented to categorize memories accessed during reconstruction, and the Autobiographical Interview (AI) scoring procedure was utilized for elaboration scoring. Results indicated that in comparison with young adults, older adults not only engaged in direct retrieval less often than young adults but they also more often ended generative retrieval at general events instead of EAMs. The ability to elaborate EAMs with internal details was positively associated with the ability to use generative retrieval to reconstruct EAMs in both young and older adults, but there was no relationship between internal detail elaboration and direct retrieval in either age group. Taken together, these results indicate age-related differences in direct and generative retrieval contribute to overgeneral autobiographical memory and they support a connection between generative retrieval and elaboration.