Response Bias in "Remembering" Emotional Stimuli: A New Perspective on Age Differences

Autor/inn/en	Kapucu, Aycan; Rotello, Caren M.; Ready, Rebecca E.; Seidl, Katharina N.
Titel	Response Bias in "Remembering" Emotional Stimuli: A New Perspective on Age Differences
Quelle	In: Journal of Experimental Psychology: Learning, Memory, and Cognition, 34 (2008) 3, S.703-711 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0278-7393
DOI	10.1037/0278-7393.34.3.703
Schlagwörter	Stimuli; Response Style (Tests); Age Differences; Memory; Older Adults; Undergraduate Students; Educational Psychology; Semantics; Massachusetts + Suchen Sie Ihr Suchwort? Anreizsystem; Antwortverhalten; Age; Difference; Age difference; Altersunterschied; Gedächtnis; Älterer Erwachsener; Erziehungspsychologie; Pädagogische Psychologie; Semantik; Master-Studiengang
Abstract	Older adults sometimes show a recall advantage for emotionally positive, rather than neutral or negative, stimuli (S. T. Charles, M. Mather, & L. L. Carstensen, 2003). In contrast, younger adults respond "old" and "remember" more often to negative materials in recognition tests. For younger adults, both effects are due to response bias changes rather than to enhanced memory accuracy (S. Dougal & C. M. Rotello, 2007). We presented older and younger adults with emotional and neutral stimuli in a remember-know paradigm. Signal-detection and model-based analyses showed that memory accuracy did not differ for the neutral, negative, and positive stimuli, and that "remember" responses did not reflect the use of recollection. However, both age groups showed large and significant response bias effects of emotion: Younger adults tended to say "old" and "remember" more often in response to negative words than to positive and neutral words, whereas older adults responded "old" and "remember" more often to both positive and negative words than to neutral stimuli. (Contains 2 footnotes, 4 figures, and 2 tables.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10