Department of Psychology, University of Toronto.
J Exp Psychol Learn Mem Cogn. 2014 Jan;40(1):293-9. doi: 10.1037/a0034109. Epub 2013 Aug 12.
Older adults show hyper- (or excessive) binding effects for simultaneously and sequentially presented distraction. Here, we addressed the potential role of hyper-binding in paired-associate learning. Older and younger adults learned a list of word pairs and then received an associative recognition task in which rearranged pairs were formed from items that had originally occurred either close together or far apart in the study list. Across 3 experiments, older adults made more false alarms to near re-pairings than to far re-pairings. Younger adults, on the other hand, showed no difference in false alarms to the 2 types of rearranged pairs. These findings may be tied to the greater tendency of older adults to maintain access to recently attended information, inadvertently forming broader associations across time, than is the case for younger adults.
老年人对同时和顺序呈现的分心物表现出过度（或过度）结合效应。在这里，我们探讨了过度结合在成对联想学习中的潜在作用。老年人和年轻人学习了一组单词对，然后接受了一个联想识别任务，其中重新排列的对由原本在学习列表中靠近或远离的项目组成。在 3 项实验中，老年人对近配对的错误警报比对远配对的错误警报更多。另一方面，年轻人对这两种重新排列的配对的错误警报没有差异。这些发现可能与老年人比年轻人更倾向于保持对最近关注信息的访问有关，这会在时间上形成更广泛的联想。
