Hasher Aging & Cognition Lab

University of Toronto, St. George Campus
September 2006 to December 2006
Tuesday 3-5 pm, Sydney Smith Hall

The major goal of this course on aging, memory and cognition is to provide a theoretical and empirical framework for understanding, evaluating and conducting research in aging and cognition - or even in cognition! (An additional goal is for you to consider whether the study of aging might enrich our understanding of cognition in university students!) To these ends, we will cover a range of topics including basic memory and other cognitive phenomena along with factors that may contribute to observed age differences including attention as well as social, cultural and health factors. We will also look at some brain changes thought to mediate age differences.

We follow a seminar format, so we learn from each other. That means you need to come to class (it's only two hours!). You need to speak up, ask questions, provide answers or indicate confusion (no shame in that!). You also will lead a discussion of a topic or paper. As well, 9 weekly commentaries are required, along with a final paper which is a research proposal. The topic of this proposal needs to be approved by me. If there is time, you'll have an opportunity to present your research proposal to the class.

Each week we will cover 2-3 readings, virtually all of them empirical articles (and mostly downloadable from the UofT library). The discussion of each article will be led by one student. That student is responsible for a clear, concise (under 10min) presentation of the article including the critical questions asked, the methods, the findings and the conclusions. (Everyone else will have read it, so no need to do more than remind us of the paper). You will also tell us your take on the paper, and provide a few questions to discuss. To do this well, the leader will may need to read an additional article or two. Doing a good job in leading a discussion requires that you (a) understand the paper and its issues and findings and (b) practice your presentation ahead of time. You will also receive discussion questions from other students and these may help you with the questions you pose for us to discuss. Discussion will focus on questions that arise from the paper, including connections to other findings, criticisms of the method or conclusions, future research questions.

To assure that the issues in each paper are carefully considered, each student is responsible for emailing to me (hasher@psych.utoronto.ca) a 1-2 page comment on the assigned papers (see below). These must be sent by 8PM on Monday before class.

(1) Brief comment plus questions (30%). 10 are required. For each, you will prepare a 1 to 2 page discussion of the readings (not a summary). You should extract the important issues of the readings, and propose discussion questions for class. The questions can be points of confusion, issues for further consideration, follow up research ideas, and so on. Please type double-spaced in Times New Roman 12. [Put your name, course number and the date at the top, not on a separate page]. This discussion should be sent by email using a utoronto account (so you don't end up in the spam folder) to everyone by 8PM on Monday night. You may turn in more than 9, and I'll count the 9 best towards marks. Note that each paper is marked on a 3 point scale, 1, 2, 3, where 3 is the best. (Maximum points = 30). 1= acceptable, 2 = better than acceptable, 3 = insightful. Note you can earn a 0 for an unacceptable or not-turned-in-on-time paper.

(2) Class participation (10%). You need to participate in the class discussions by sharing your discussion questions and by offering answers to questions posed by others. If you do not attend class, you cannot participate, so be sure to sign in each week.

(3) Presentation (15%). Students will serve as Discussion Leaders for a topic of their choice from the syllabus. Your task as discussion leader is to cover an empirical paper or two on the reading list. You should give a brief intro to the question or questions in the paper. You will want to go over the methods, findings and conclusions. To do this well, you may need to read an additional article or two, so as to be fully prepared to discuss the assigned paper. The presentation should take no more than 10 min (so be sure to practice your presentation ahead of time.) To help you prepare, you will also receive the comments from other students.

(4) Research proposal (45%). A 15 page (maximum, not including references) research proposal is due on Friday, December 8 at 4 PM. This paper must be handed in, not emailed. The paper will propose an experiment (or a series of experiments). The topic of the experiment is open but must be relevant to the course and must be approved by me no later than November 21. To ensure a good topic, you will need to have done some preliminary reading by this date. The paper should be in APA format (see Publication Manual of the American Psychological Association, 5th Edition, Washington, DC: American Psychological Association). Your research proposal should have an introduction, a detailed method section and a results section (e.g. figure, table) that shows the ideal outcome. You might also consider what an unexpected outcome would mean for your hypothesis. Please type the paper double-spaced in Times New Roman 12. Put your name and student number along with the course name and your email or phone number on a separate title page. Deliver the paper (do not email it) to my office. If I'm not in, slip it under the door.

Late commentaries are not accepted, so be sure the meet the deadline. For the final paper, there will be a penalty for late submission of 3% per day.

A seminar is a group effort to understand past approaches to issues and to generate ideas that might improve on those approaches. Your contributions and responses to contributions of others will influence the tone, direction, and success of the group. This is your time to think about and talk to others about aging. Preparing in advance shows respect for the time of your colleagues and maximizes everyone's learning, including my own.

Reading List

Week 1.  Sept 12.
	Get organized
	Pick first four weeks of topics.

Week 2.  Sept 19.  An Introduction to Memory 

Salthouse, T. A. (2004).  What and when of cognitive aging.  Current Directions in Psychological Science, 13, 140-144.

Craik, F. I. M. (2000).  Age-related changes in human memory. In D.C. Park and N. Schwarz (Eds.).  Cognitive Aging: A Primer (pp. 75-92). Philadelphia: Psychology Press.

	Recommended:

Zacks, R. T., Hasher, L., & Li, K. Z. H. (2000).  Human memory.  In T. A. Salthouse and F. I. M. Craik (Eds.), Handbook of Aging and Cognition, 2nd edition (pp. 293-357). Mahwah, N.J.: Lawrence Erlbaum.

Week 3.  Sept 26.  What does aging look like?  (The good and bad news) 
 
Shimamura, A. P., Berry, J. M., Mangels, J. A., Rusting, C. L., & Jurica, P. J. (1995).  Memory and cognitive abilities in university professors: Evidence for successful aging.  Psychological Science, 6, 271-277.

Christensen, H., Henderson, A. S., Griffiths, L., & levings, C. (1997).  Does aging inevitably lead to declines in cognitive performance.  A longitudinal study of elite academics.  Personality and Individual Differences, 23, 67-78.

Cabeza, R., Anderson, N. D., Locantore, J. K., & McIntosh, A. R. (2002).  Aging gracefully: Compensatory brain activity in high performing older adults.  Neuroimage, 17, 1394-1402. 

	Castel, A. D. (2005).  Memory for grocery prices in younger and older adults :  The role of schematic support.  Psychology and Aging, 20, 718-721.

	Yang, L., Krampe, R.T., & Baltes, P.B. (2006). Basic forms of cognitive plasticity extended to the oldest old.  Psychology and Aging, 21, 372-378.

Week 4.  Oct3.  Distraction and Aging 

	Carlson, M. C., Hasher, L., Connelly, S. L., & Zacks, R. T. (1995).  Aging, distraction and the benefits of predictable location.  Psychology and Aging, 10, 427-436.  

Tun, P. A., O'Kane, G., & Wingfield, A. (2002).  Distraction by competing speech in young and older adult listeners.  Psychology and Aging, 17, 453-467. 
 
Rowe, G., Valderrama, S., Hasher, L. & Lenartowicz, A. (in press). Attention disregulation:  A long-term memory benefit.  Psychology and Aging.  

Week 5.  Oct 10.  Interference effects in Aging and Memory

Lustig, C., Hasher, L., & May, C. P. (2001).  Working memory span and the role of proactive interference.  Journal of Experimental Psychology:  General, 130, 199-207.

Ikier, S., & Hasher, L. (in press). Age differences in implicit interference.  Journal of Gerontology.

Marsh, E. J., Dolan, P. O., Balota, D. A., & Roediger, H. L.  (2004). Part-set cuing effects in younger and older adults.  Psych and Aging, 19, 134-144. 

Lustig, C., Konkel A., & Jacoby, L. L. (2004).  Which route to recovery? Controlled retrieval and accessibility bias in retroactive interference.  Psychological Science, 15, 729-735.  
	
Week 6.  Oct 17.  Attentional Regulation/Inhibition
	
	Hasher,L., Zacks, R. T., & May, C. P. (1999).  Inhibitory control, circadian arousal, and age.  In D. Gopher and A. Koriat (Eds.), Attention and performance XVII: Cognitive regulation of performance: Interaction of theory and application. Attention and performance (pp. 653-675). Cambridge, MA: The MIT Press.

	Gazzaley, Cooney, J. W., et al. (In press). Top-down enhancement and suppression of the magnitude and speed of neural activity. 

	Anderson, M. C., Ochsner, K. N., Kuhl, B., Cooper, J., Robertson, E., Gabrieli, S. W., et al. (2004).  Neural systems underlying the suppression of unwanted memories.  Science, 303, 232-235.  

	Wingfield, A., Tun, P.A., & McCoy, S.L. (2005).  Hearing loss in older adulthood.  What it is and how it interacts with cognitive performance.  Current Directions in Psychological Science, 14, 144-148.

Week 7.  Oct 24. Emotion 

	Mather, M., & Carstensen, L. L. (2003).  Aging and attentional biases for emotional faces.  Psychological Science, 14, 409-415. 

	Mather, M., & Knight, M. (2005).  Goal-directed memory:  The role of cognitive control in older adults' emotional memory.  Psychology and Aging, 20, 554-570. 

	Isaacowitz, D. M., Wadlinger, H. A., Goren, D., & Wilson, H. (2006).  Selective preference in visual fixation away from negative images in old age? An eye-tracking study.  Psychology and Aging, 21, 40-48. 

Week 8.  Oct 31.  Social Context effects (stereotypes)

	Levy, B. R. (2003).  Mind matters: Cognitive and physical effects of aging self-sterotypes.  Journal of Gerontology: Psychological Sciences, 58B, 203-211. 

	Adams, C., Smith M. C., Pasupathi, M., & Vitolo, L. (2002).  Social context effects on story recall in older and younger women: Does the listener make a difference?  Journal of Gerontology: Psychological Sciences, 57B, P28-P40. 

**Although the topics for Week 9 through Week 12 will not change, the assigned readings are tentative. You will be notified if there are any changes.**

Week 9.  Nov 7.  Wisdom and Culture
	Kitayama, S. (2000).  Cultural variations in cognition: Implications for aging research.  In P.C. Stern & L.L. Cartensen (Eds.), The aging mind: Opportunities in cognitive research (pp. 218-237). Washington, D. C.: National Academy Press.
  	May, C. P., Rahhal, T. Berry, E. M., & Leighton, E. A. (2004).  Aging, source memory and emotion.  Submitted.  

	Helmuth, L. (2003, February 28). The wisdom of the wizened. Science, 299, 1300-1302.  

Week 10.  Nov 14.  Health, Cognition and Aging

	Zelinski, E. M., Crimmins, E., Reynolds, S., & Seeman, T. (1998).  Do medical conditions affect cognition in older adults?  Health Psychology, 17, 504-512.

	Solfrizzi, V., Panza, F., & Capurso, A. (2003).  The role of diet in cognitive decline.  Journal of Neural Transmission, 110, 95-110.  

	Colcombe, S., & Kramer, A. F. (2003).  Fitness effects on the cognitive function of older adults: A meta analytic study.  Psychological Science, 14, 125-130.  

Week 11.  Nov 21.  Circadian rhythms and stress

	May, C. P. (1999). Synchrony effects in cognition: the costs and a benefit.  Psychonomic Bulletin and Review, 6, 142-147.

	Lupien, S., De Leon, M. J., de Santi, S., Convit, A., Tarshish, C., et al. (1998).  Cortisol levels during human aging predict atrophy and memory deficits.  Nature Neuroscience, 1, 69-73.  

	Neupert, S.D., Almeida, D. M., Mroczek, D.K. & Spiro, III, A. (2006).  Daily stressors and memory failures in a naturalistic setting:  Findings from the VA normative aging study.  Psychology and Aging, 21, 424-429. 

Week 12.  Nov 28.  Is there help????

	Jastrezembski, T. S., Charness, N., & Vasyukova, C. (2006).  Expertise and age effects on knowledge activation in chess.  Psychology and Aging, 21, 401-405.

	Morrow, D. G., Ridolfo, H. E., Menard, W.E., Sanborn, A., et al. (2003).  Environmental support promotes expertise-based mitigation of age differences on pilot communication tasks.  Psychology and Aging, 18, 268-284. 
 
	Kramer, A. F., & Willis, S. L. (2002).  Enhancing the cognitive vitality of older adults.  Current Directions in Psychological Science, 11, 173-177.  

	Jennings, J. M., & Jacoby, L. L. (2003).  Improving memory in older adults:  Training recollection.  Neuropsychological Rehabilitation, 13, 417-440.  

	Liu, L. L., & Park, D. C. (2004).  Aging and medical adherence: The use of automatic processes to achieve effortful things.  Psychology and Aging, 19, 318-325. 

	Salthouse, T. A. (2006).  Mental exercise and mental aging: Evaluating the validity of the "use it or lose it" hypothesis.  Perspectives on Psychological Science, 1, 68-85.   

Week 13.  Dec 5.  Time to catch up…or
		      Research presentations




							Courses PSY 470/PSY 5205 Memory Seminar / Age changes in memory University of Toronto, St. George Campus September 2006 to December 2006 Tuesday 3-5 pm, Sydney Smith Hall Instructor: Lynn Hasher Email: hasher@psych.utoronto.ca Office phone: 416- 978-7620 Office: Room 4010 - Sidney Smith building Office Hours: Thursdays 4-5:30; others by appointment. COURSE OVERVIEW The major goal of this course on aging, memory and cognition is to provide a theoretical and empirical framework for understanding, evaluating and conducting research in aging and cognition - or even in cognition! (An additional goal is for you to consider whether the study of aging might enrich our understanding of cognition in university students!) To these ends, we will cover a range of topics including basic memory and other cognitive phenomena along with factors that may contribute to observed age differences including attention as well as social, cultural and health factors. We will also look at some brain changes thought to mediate age differences. We follow a seminar format, so we learn from each other. That means you need to come to class (it's only two hours!). You need to speak up, ask questions, provide answers or indicate confusion (no shame in that!). You also will lead a discussion of a topic or paper. As well, 9 weekly commentaries are required, along with a final paper which is a research proposal. The topic of this proposal needs to be approved by me. If there is time, you'll have an opportunity to present your research proposal to the class. REQUIREMENT Keep up with the reading, attend all classes, participate in class! 9 comment papers (see below) Lead/ participate in class discussion (see below) Term paper (research proposal) CLASS TIME Each week we will cover 2-3 readings, virtually all of them empirical articles (and mostly downloadable from the UofT library). The discussion of each article will be led by one student. That student is responsible for a clear, concise (under 10min) presentation of the article including the critical questions asked, the methods, the findings and the conclusions. (Everyone else will have read it, so no need to do more than remind us of the paper). You will also tell us your take on the paper, and provide a few questions to discuss. To do this well, the leader will may need to read an additional article or two. Doing a good job in leading a discussion requires that you (a) understand the paper and its issues and findings and (b) practice your presentation ahead of time. You will also receive discussion questions from other students and these may help you with the questions you pose for us to discuss. Discussion will focus on questions that arise from the paper, including connections to other findings, criticisms of the method or conclusions, future research questions. To assure that the issues in each paper are carefully considered, each student is responsible for emailing to me (hasher@psych.utoronto.ca) a 1-2 page comment on the assigned papers (see below). These must be sent by 8PM on Monday before class. EVALUATION Your course grade will be determined by four components: (1) Brief comment plus questions (30%). 10 are required. For each, you will prepare a 1 to 2 page discussion of the readings (not a summary). You should extract the important issues of the readings, and propose discussion questions for class. The questions can be points of confusion, issues for further consideration, follow up research ideas, and so on. Please type double-spaced in Times New Roman 12. [Put your name, course number and the date at the top, not on a separate page]. This discussion should be sent by email using a utoronto account (so you don't end up in the spam folder) to everyone by 8PM on Monday night. You may turn in more than 9, and I'll count the 9 best towards marks. Note that each paper is marked on a 3 point scale, 1, 2, 3, where 3 is the best. (Maximum points = 30). 1= acceptable, 2 = better than acceptable, 3 = insightful. Note you can earn a 0 for an unacceptable or not-turned-in-on-time paper. (2) Class participation (10%). You need to participate in the class discussions by sharing your discussion questions and by offering answers to questions posed by others. If you do not attend class, you cannot participate, so be sure to sign in each week. (3) Presentation (15%). Students will serve as Discussion Leaders for a topic of their choice from the syllabus. Your task as discussion leader is to cover an empirical paper or two on the reading list. You should give a brief intro to the question or questions in the paper. You will want to go over the methods, findings and conclusions. To do this well, you may need to read an additional article or two, so as to be fully prepared to discuss the assigned paper. The presentation should take no more than 10 min (so be sure to practice your presentation ahead of time.) To help you prepare, you will also receive the comments from other students. (4) Research proposal (45%). A 15 page (maximum, not including references) research proposal is due on Friday, December 8 at 4 PM. This paper must be handed in, not emailed. The paper will propose an experiment (or a series of experiments). The topic of the experiment is open but must be relevant to the course and must be approved by me no later than November 21. To ensure a good topic, you will need to have done some preliminary reading by this date. The paper should be in APA format (see Publication Manual of the American Psychological Association, 5th Edition, Washington, DC: American Psychological Association). Your research proposal should have an introduction, a detailed method section and a results section (e.g. figure, table) that shows the ideal outcome. You might also consider what an unexpected outcome would mean for your hypothesis. Please type the paper double-spaced in Times New Roman 12. Put your name and student number along with the course name and your email or phone number on a separate title page. Deliver the paper (do not email it) to my office. If I'm not in, slip it under the door. Late commentaries are not accepted, so be sure the meet the deadline. For the final paper, there will be a penalty for late submission of 3% per day. OTHER INFORMATION A seminar is a group effort to understand past approaches to issues and to generate ideas that might improve on those approaches. Your contributions and responses to contributions of others will influence the tone, direction, and success of the group. This is your time to think about and talk to others about aging. Preparing in advance shows respect for the time of your colleagues and maximizes everyone's learning, including my own. AGING AND MEMORY Reading List Week 1. Sept 12. Get organized Pick first four weeks of topics. Week 2. Sept 19. An Introduction to Memory Salthouse, T. A. (2004). What and when of cognitive aging. Current Directions in Psychological Science, 13, 140-144. Craik, F. I. M. (2000). Age-related changes in human memory. In D.C. Park and N. Schwarz (Eds.). Cognitive Aging: A Primer (pp. 75-92). Philadelphia: Psychology Press. Recommended: Zacks, R. T., Hasher, L., & Li, K. Z. H. (2000). Human memory. In T. A. Salthouse and F. I. M. Craik (Eds.), Handbook of Aging and Cognition, 2nd edition (pp. 293-357). Mahwah, N.J.: Lawrence Erlbaum. Week 3. Sept 26. What does aging look like? (The good and bad news) Shimamura, A. P., Berry, J. M., Mangels, J. A., Rusting, C. L., & Jurica, P. J. (1995). Memory and cognitive abilities in university professors: Evidence for successful aging. Psychological Science, 6, 271-277. Christensen, H., Henderson, A. S., Griffiths, L., & levings, C. (1997). Does aging inevitably lead to declines in cognitive performance. A longitudinal study of elite academics. Personality and Individual Differences, 23, 67-78. Cabeza, R., Anderson, N. D., Locantore, J. K., & McIntosh, A. R. (2002). Aging gracefully: Compensatory brain activity in high performing older adults. Neuroimage, 17, 1394-1402. Castel, A. D. (2005). Memory for grocery prices in younger and older adults : The role of schematic support. Psychology and Aging, 20, 718-721. Yang, L., Krampe, R.T., & Baltes, P.B. (2006). Basic forms of cognitive plasticity extended to the oldest old. Psychology and Aging, 21, 372-378. Week 4. Oct3. Distraction and Aging Carlson, M. C., Hasher, L., Connelly, S. L., & Zacks, R. T. (1995). Aging, distraction and the benefits of predictable location. Psychology and Aging, 10, 427-436. Tun, P. A., O'Kane, G., & Wingfield, A. (2002). Distraction by competing speech in young and older adult listeners. Psychology and Aging, 17, 453-467. Rowe, G., Valderrama, S., Hasher, L. & Lenartowicz, A. (in press). Attention disregulation: A long-term memory benefit. Psychology and Aging. Week 5. Oct 10. Interference effects in Aging and Memory Lustig, C., Hasher, L., & May, C. P. (2001). Working memory span and the role of proactive interference. Journal of Experimental Psychology: General, 130, 199-207. Ikier, S., & Hasher, L. (in press). Age differences in implicit interference. Journal of Gerontology. Marsh, E. J., Dolan, P. O., Balota, D. A., & Roediger, H. L. (2004). Part-set cuing effects in younger and older adults. Psych and Aging, 19, 134-144. Lustig, C., Konkel A., & Jacoby, L. L. (2004). Which route to recovery? Controlled retrieval and accessibility bias in retroactive interference. Psychological Science, 15, 729-735. Week 6. Oct 17. Attentional Regulation/Inhibition Hasher,L., Zacks, R. T., & May, C. P. (1999). Inhibitory control, circadian arousal, and age. In D. Gopher and A. Koriat (Eds.), Attention and performance XVII: Cognitive regulation of performance: Interaction of theory and application. Attention and performance (pp. 653-675). Cambridge, MA: The MIT Press. Gazzaley, Cooney, J. W., et al. (In press). Top-down enhancement and suppression of the magnitude and speed of neural activity. Anderson, M. C., Ochsner, K. N., Kuhl, B., Cooper, J., Robertson, E., Gabrieli, S. W., et al. (2004). Neural systems underlying the suppression of unwanted memories. Science, 303, 232-235. Wingfield, A., Tun, P.A., & McCoy, S.L. (2005). Hearing loss in older adulthood. What it is and how it interacts with cognitive performance. Current Directions in Psychological Science, 14, 144-148. Week 7. Oct 24. Emotion Mather, M., & Carstensen, L. L. (2003). Aging and attentional biases for emotional faces. Psychological Science, 14, 409-415. Mather, M., & Knight, M. (2005). Goal-directed memory: The role of cognitive control in older adults' emotional memory. Psychology and Aging, 20, 554-570. Isaacowitz, D. M., Wadlinger, H. A., Goren, D., & Wilson, H. (2006). Selective preference in visual fixation away from negative images in old age? An eye-tracking study. Psychology and Aging, 21, 40-48. Week 8. Oct 31. Social Context effects (stereotypes) Levy, B. R. (2003). Mind matters: Cognitive and physical effects of aging self-sterotypes. Journal of Gerontology: Psychological Sciences, 58B, 203-211. Adams, C., Smith M. C., Pasupathi, M., & Vitolo, L. (2002). Social context effects on story recall in older and younger women: Does the listener make a difference? Journal of Gerontology: Psychological Sciences, 57B, P28-P40. Although the topics for Week 9 through Week 12 will not change, the assigned readings are tentative. You will be notified if there are any changes. Week 9. Nov 7. Wisdom and Culture Kitayama, S. (2000). Cultural variations in cognition: Implications for aging research. In P.C. Stern & L.L. Cartensen (Eds.), The aging mind: Opportunities in cognitive research (pp. 218-237). Washington, D. C.: National Academy Press. May, C. P., Rahhal, T. Berry, E. M., & Leighton, E. A. (2004). Aging, source memory and emotion. Submitted. Helmuth, L. (2003, February 28). The wisdom of the wizened. Science, 299, 1300-1302. Week 10. Nov 14. Health, Cognition and Aging Zelinski, E. M., Crimmins, E., Reynolds, S., & Seeman, T. (1998). Do medical conditions affect cognition in older adults? Health Psychology, 17, 504-512. Solfrizzi, V., Panza, F., & Capurso, A. (2003). The role of diet in cognitive decline. Journal of Neural Transmission, 110, 95-110. Colcombe, S., & Kramer, A. F. (2003). Fitness effects on the cognitive function of older adults: A meta analytic study. Psychological Science, 14, 125-130. Week 11. Nov 21. Circadian rhythms and stress May, C. P. (1999). Synchrony effects in cognition: the costs and a benefit. Psychonomic Bulletin and Review, 6, 142-147. Lupien, S., De Leon, M. J., de Santi, S., Convit, A., Tarshish, C., et al. (1998). Cortisol levels during human aging predict atrophy and memory deficits. Nature Neuroscience, 1, 69-73. Neupert, S.D., Almeida, D. M., Mroczek, D.K. & Spiro, III, A. (2006). Daily stressors and memory failures in a naturalistic setting: Findings from the VA normative aging study. Psychology and Aging, 21, 424-429. Week 12. Nov 28. Is there help???? Jastrezembski, T. S., Charness, N., & Vasyukova, C. (2006). Expertise and age effects on knowledge activation in chess. Psychology and Aging, 21, 401-405. Morrow, D. G., Ridolfo, H. E., Menard, W.E., Sanborn, A., et al. (2003). Environmental support promotes expertise-based mitigation of age differences on pilot communication tasks. Psychology and Aging, 18, 268-284. Kramer, A. F., & Willis, S. L. (2002). Enhancing the cognitive vitality of older adults. Current Directions in Psychological Science, 11, 173-177. Jennings, J. M., & Jacoby, L. L. (2003). Improving memory in older adults: Training recollection. Neuropsychological Rehabilitation, 13, 417-440. Liu, L. L., & Park, D. C. (2004). Aging and medical adherence: The use of automatic processes to achieve effortful things. Psychology and Aging, 19, 318-325. Salthouse, T. A. (2006). Mental exercise and mental aging: Evaluating the validity of the "use it or lose it" hypothesis. Perspectives on Psychological Science, 1, 68-85. Week 13. Dec 5. Time to catch up…or Research presentations This website was designed by Riah Flewelling & Mark Leung. Copyrght © 2001 Hasher Aging & Cognition Lab. All rights reserved.