Are latent working memory items retrieved from long-term memory?

Switching one's focus of attention between to-be-remembered items in working memory (WM) is critical for cognition, but the mechanisms by which this is accomplished are unclear. A long-term memory (LTM) account suggests that switching attention away from an item, and passively retaining and reactivating such "latent" items back into the focus of attention involves episodic LTM retrieval processes, even for delays of only a few seconds. We tested this hypothesis using a two-item, double-retrocue WM task that requires participants to switch attention away from and reactivate items followed by subsequent LTM tests for reactivated items from the initial WM task (vs. continuously retained or untested control items). We compared performance on these tests between older adults (a population with LTM deficits) and young adults with either full (Experiment 1) or divided (Experiment 2) attention during the WM delay periods. The effects of reactivating latent items, as well as ageing and divided attention, had significant effects on WM performance, but did not interact with or systematically affect subsequent LTM for reactivated versus control items on item-, location-, or associative-recognition memory judgements made with either high or low confidence. Experiment 3 confirmed that these effects did not depend on whether or not young participants were warned about the subsequent LTM tests before performing the WM task. These dissociations between WM and LTM are inconsistent with the LTM account of latent WM; they are more consistent with the dynamic processing model of WM (Current Directions in Psychological Science).

Planning engagement with web resources to improve diet quality and break up sedentary time for home-working employees: A mixed methods study

As home working becomes more common, employers may struggle to provide health promotion interventions that can successfully bridge the gap between employees' intentions to engage in healthier behaviors and actual action. Based on past evidence that action planning can successfully encourage the adoption of healthier behaviors, this mixed-methods study of a web-based self-help intervention incorporated a randomized planning trial that included quantitative measures of engagement and follow-up qualitative interviews with a subsample of participants. Participants either (a) selected a movement plan for incorporating a series of 2-min exercise videos into their work week to break up sedentary time and a balanced meal plan with recipe cards for a week's lunches and dinners or (b) received access to these resources without a plan. Selecting a movement plan was more effective at increasing engagement with the web resources compared to the no-plan condition. In the follow-up interviews, participants indicated that the plan helped to remind participants to engage with the resources and made it simpler for them to follow the guidance for exercises and meals. Ease of use and being able to fit exercises and meals around work tasks were key factors that facilitated uptake of the resources, while lack of time and worries about how colleagues would perceive them taking breaks to use the resources were barriers to uptake. Participants' self-efficacy was associated with general resource use but not plan adherence. Overall, including plans with online self-help resources could enhance their uptake. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Are facet-specific task trainings efficient in improving children's executive functions and why (they might not be)? A multi-facet latent change score approach

It currently remains unclear how facet-specific trainings of three core modules of executive function (EF; updating, switching, and inhibition) directly compare regarding efficacy, whether improvements on trained tasks transfer to nontrained EF tasks, and which factors predict children's improvements. The current study systematically investigated three separate EF trainings in 6- to 11-year-old children (N = 229) using EF-specific trainings that were similar in structure, design, and intensity. Children participated in pre- and posttest assessments of the three EFs and were randomly allocated to one of three EF trainings or to an active or passive control group. Multivariate latent change score models revealed that only the updating group showed training-specific improvements in task performance that were larger compared with active controls as well as passive controls. In contrast, there were no training-specific benefits of training switching or inhibition. Latent changes in the three EF tasks were largely independent, and there was no evidence of transfer effects to nontrained EF tasks. Lower baseline performance and older age predicted larger changes in EF performance. These seemingly opposing effects support compensation accounts as well as developmental theories of EF, and they highlight the importance of simultaneously accounting for multiple predictors within one model. In line with recent theoretical proposals of EF development, we provide new systematic evidence that questions whether modular task trainings represent an efficient approach to improve performance in narrow or in broader indicators of EF. Thereby, this evidence ultimately highlights the need for more comprehensive assessments of EF and, subsequently, the development of new training approaches.

Learning facts during aging: the benefits of curiosity

Background/study context: Recent studies have shown that young adults better remember factual information they are curious about. It is not entirely clear, however, whether this effect is retained during aging. Here, the authors investigated curiosity-driven memory benefits in young and elderly individuals.

METHODS

In two experiments, young (age range 18-26) and older (age range 65-89) adults read trivia questions and rated their curiosity to find out the answer. They also attended to task-irrelevant faces presented between the trivia question and the answer. The authors then administered a surprise memory test to assess recall accuracy for trivia answers and recognition memory performance for the incidentally learned faces.

RESULTS

In both young and elderly adults, recall performance was higher for answers to questions that elicited high levels of curiosity. In Experiment 1, the authors also found that faces presented in temporal proximity to curiosity-eliciting trivia questions were better recognized, indicating that the beneficial effects of curiosity extended to the encoding of task-irrelevant material.

CONCLUSIONS

These findings show that elderly individuals benefit from the memory-enhancing effects of curiosity. This may lead to the implementation of learning strategies that target and stimulate curiosity in aging.

What is attentional refreshing in working memory?

Working memory is one of the most important topics of research in cognitive psychology. The cognitive revolution that introduced the computer metaphor to describe human cognitive functioning called for this system in charge of the temporary storage of incoming or retrieved information to permit its processing. In the past decades, one particular mechanism of maintenance, attentional refreshing, has attracted an increasing amount of interest in the field of working memory. However, this mechanism remains rather mysterious, and its functioning is conceived in very different ways across the literature. This article presents an up-to-date review on attentional refreshing through the joint effort of leading researchers in the domain. It highlights points of agreement and delineates future avenues of research.