Moshe Naveh-Benjamin

The effects of divided attention on encoding and retrieval processes in human memory.

The authors examined the effects of divided attention (DA) at encoding and retrieval in free recall, cued recall, and recognition memory in 4 experiments. Lists of words or word pairs were presented auditorily and recalled orally; the secondary task was a visual continuous reaction-time (RT) task with manual responses. At encoding, DA was associated with large reductions in memory performance, but small increases in RT; trade-offs between memory and RT were under conscious control. In contrast, DA at retrieval resulted in small or no reductions in memory, but in comparatively larger increases in RT, especially in free recall. Memory performance was sensitive to changes in task emphasis at encoding but not at retrieval. The results are discussed in terms of controlled and automatic processes and speculatively linked to underlying neuropsychological mechanisms.

The attentional demands of encoding and retrieval in younger and older adults: 1. Evidence from divided attention costs

Four studies examined the effects of divided attention in younger and older adults. Attention was divided at encoding or retrieval in free recall (Experiment 1), cued recall (Experiments 2 and 3), and recognition (Experiment 4). Dividing attention at encoding disrupted memory performance equally for the two age groups; by contrast, for both age groups, dividing attention at retrieval had little or no effect on memory performance. Secondary task reaction times (RTs) were slowed to a greater extent for the older adults than for the younger adults, especially at retrieval. Age-related differences in RT costs at retrieval were largest in free recall, smaller in cued recall, and smallest in recognition. These results provide evidence for an age-related increase in the attentional demands of encoding and retrieval.

Coding of spatial location information: an automatic process?

Several researches have claimed that spatial location information is automatically encoded, a claim supported by studies testing several criteria for the identification of automatic processes. However, a careful look at these studies reveals that some have not used appropriate testing methodology, the results of others have not complied with the criteria, and some criteria have not been examined at all. This article includes four experiments in which five criteria for testing the automaticity of cognitive processes were examined. Results show that memory for spatial location information is influenced by intention, age of subjects, competing task loads, practice, strategy manipulations, and individual differences. These results generally hold for memory of absolute location and for relative location information. The reported results are at odds with the claim that memory for spatial location information is exclusively mediated by automatic encoding processes. The concept of automaticity and the appropriateness of the testing criteria are discussed in light of the current results and recent findings on other features of the environment claimed to be automatically encoded.

Life-Span Development of Visual Working Memory: When is Feature Binding Difficult?

We asked whether the ability to keep in working memory the binding between a visual object and its spatial location changes with development across the life span more than memory for item information. Paired arrays of colored squares were identical or differed in the color of one square, and in the latter case, the changed color was unique on that trial (item change) or was duplicated elsewhere in the array (color-location binding change). Children (8-10 and 11-12 years old) and older adults (65-85 years old) showed deficits relative to young adults. These were only partly simulated by dividing attention in young adults. The older adults had an additional deficiency, specifically in binding information, which was evident only when item- and binding-change trials were mixed together. In that situation, the older adults often overlooked the more subtle, binding-type changes. Some working memory processes related to binding undergo life-span development in an inverted-U shape, whereas other, bias- and salience-related processes that influence the use of binding information seem to develop monotonically.

Effects of Divided Attention on Encoding and Retrieval Processes in Human Memory: Further Support for an Asymmetry

Despite a tradition in cognitive psychology that views encoding and retrieval processes in human memory as being similar, F. I. M. Craik, R. Govoni, M. Naveh-Benjamin and N. D. Anderson (1996) have recently shown that notable differences exist between the 2 when divided-attention manipulations are used. In this article, the authors further examined this asymmetry by using several manipulations that changed task demands at encoding and retrieval. The authors also used a secondary-task methodology that allowed a microlevel analysis of the secondary-task costs associated with encoding and retrieval. The results illustrated the resiliency of retrieval processes to manipulations involving different task demands. They also indicated different loci of attention demands at encoding and retrieval. The authors contend that whereas encoding processes are controlled, retrieval processes are obligatory but do require attentional resources for their execution.

Digit span, reading rate, and linguistic relativity

The relations between reading time and memory span were studied in four languages: English, Spanish, Hebrew, and Arabic. Reading rate was measured either in speeded reading of digits or in normal-pace reading of stories. Faster speeded reading and normal-pace reading rates for a given language were associated with larger memory span for speakers of that language. These relations, which were shown to be monotonically related to the number of syllables or phonemes per item, extend the within-language word-length effect reported by Baddeley, Thomson and Buchanan (1975), across languages. In addition, these findings demonstrate a form of linguistic relativity: a relation between simple surface-structural features of language (number of syllables) and cognitive processing (memory span and reading rate). It is argued that this linguistic relativity may be limited by trade-offs between surface features and common linguistic practice.

Divided Attention in Younger and Older Adults: Effects of Strategy and Relatedness on Memory Performance and Secondary Task Costs.

Divided attention at encoding leads to a significant decline in memory performance, whereas divided attention during retrieval has relatively little effect; nevertheless, retrieval carries significant secondary task costs, especially for older adults. The authors further investigated the effects of divided attention in younger and older adults by using a cued-recall task and by measuring retrieval accuracy, retrieval latency, and the temporal distribution of attentional costs at encoding and retrieval. An age-related memory deficit was reduced by pair relatedness, whereas strategy instructions benefited both age groups equally. Attentional costs were greater for retrieval than for encoding, especially for older adults. These findings are interpreted in light of notions of an age-related associative deficit (M. Naveh-Benjamin, 2000) and age-related differences in the use of self-initiated activities and environmental support (F. I. M. Craik, 1983, 1986).

The effects of divided attention on encoding and retrieval processes: The resiliency of retrieval processes

We have recently cast doubt (Craik, Govoni, Naveh-Benjamin, & Anderson, 1996; Naveh-Benjamin, Craik, Guez, & Dori, 1998) on the view that encoding and retrieval processes in human memory are similar. Divided attention at encoding was shown to reduce memory performance significantly, whereas divided attention at retrieval affected memory performance only minimally. In this article we examined this asymmetry further by using more difficult retrieval tasks, which require substantial effort. In one experiment, subjects had to encode and retrieve lists of unfamiliar name-nouns combinations attached to peoples photographs, and in the other, subjects had to encode words that were either strong or weak associates of the cues presented with them and then to retrieve those words with either intra- or extra-list cues. The results of both experiments showed that unlike division of attention at encoding, which reduces memory performance markedly, division of attention at retrieval has almost no effect on memory performance, but was accompanied by an increase in secondary-task cost. Such findings again illustrated the resiliency of retrieval processes to manipulations involving the withdrawal of attention. We contend that retrieval processes are obligatory or protected, but that they require attentional resources for their execution.

Memory for context and its use in item memory: comparisons of younger and older persons.

This study compared memory for words and the font in which they appeared (or the voice speaking them) in young and old participants, to explore whether age-related differences in episodic word memory are due to age-related differences in memory for perceptual-contextual information. In each of 3 experiments, young and older participants were presented with words to learn. The words were presented in either 1 of 2 font types, or in 1 of 2 male voices, and participants paid attention either to the fonts or voices or to the meaning of the words. Participants were then tested on both word and font or voice memory. Results showed that younger participants had better explicit memory for font and voice memory and for the words themselves but that older participants benefited at least as much as younger people when perceptual characteristics of the words were reinstated. There was no evidence of an age-related impairment in the encoding of perceptual-contextual information.

A comparison of training programs intended for different types of test-anxious students: further support for an information-processing model

The purpose of this study is to further investigate the suggestion made by Naveh-Benjamin, McKeachie, and Lin (1987) regarding the distinction between two types of high test-anxious students who can be differentiated by their information-processing skills. The first type consists of students with good study habits who have difficulties mostly in retrieval for a test. The second type consists of students with poor study habits who have problems in all stages of processing. Each of the 84 high test-anxious university students was subjected to either desensitization or study skills training