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Effects of task instruction on autobiographical memory specificity in young and older adults

dc.contributor.author Ford, JH
dc.contributor.author Giovanello, Kelly S
dc.contributor.author Rubin, David C
dc.date.accessioned 2015-05-12T14:15:37Z
dc.date.issued 2014-01-01
dc.identifier.issn 0965-8211
dc.identifier.uri https://hdl.handle.net/10161/9757
dc.description.abstract Older adults tend to retrieve autobiographical information that is overly general (i.e., not restricted to a single event, termed the overgenerality effect) relative to young adults' specific memories. A vast majority of studies that have reported overgenerality effects explicitly instruct participants to retrieve specific memories, thereby requiring participants to maintain task goals, inhibit inappropriate responses, and control their memory search. Since these processes are impaired in healthy ageing, it is important to determine whether such task instructions influence the magnitude of the overgenerality effect in older adults. In the current study participants retrieved autobiographical memories during presentation of musical clips. Task instructions were manipulated to separate age-related differences in the specificity of underlying memory representations from age-related differences in following task instructions. Whereas young adults modulated memory specificity based on task demands, older adults did not. These findings suggest that reported rates of overgenerality in older adults' memories might include age-related differences in memory representation, as well as differences in task compliance. Such findings provide a better understanding of the underlying cognitive mechanisms involved in age-related changes in autobiographical memory and may also be valuable for future research examining effects of overgeneral memory on general well-being. © 2013 Taylor & Francis.
dc.relation.ispartof Memory
dc.relation.isversionof 10.1080/09658211.2013.820325
dc.title Effects of task instruction on autobiographical memory specificity in young and older adults
dc.type Journal article
pubs.begin-page 722
pubs.declined 2016-01-07T10:40:08.368-0500
pubs.declined 2016-07-13T16:41:32.81-0400
pubs.declined 2016-10-24T21:40:37.455-0400
pubs.declined 2016-11-02T16:40:57.185-0400
pubs.end-page 736
pubs.issue 6
pubs.organisational-group Duke
pubs.organisational-group Duke Institute for Brain Sciences
pubs.organisational-group Institutes and Provost's Academic Units
pubs.organisational-group Psychology and Neuroscience
pubs.organisational-group Trinity College of Arts & Sciences
pubs.organisational-group University Institutes and Centers
pubs.publication-status Published
pubs.volume 22
dc.identifier.eissn 1464-0686


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