Problems with Memory Retrieval for Elderly People

Memory Processes

Memory can be classified into short-term memory, long-term memory, and working memory. Short-term memory is the ability to retain a small amount of information for a short period; long-term memory is how one keeps large amounts of information for longer periods. Working memory is the active use of information held in the mind, such as solving problems or making speeches again and again, or decision-making (Cavanaugh & Blanchard-Fields, 2011).

Another difference in memory is that between explicit and implicit memory. Explicit memory relies on the conscious, intentional recollection of information, like recalling facts or past events. It includes semantic memory (knowledge of facts and concepts) and episodic memory (recall of personal experiences): for example, remembering the capital of a country or recalling a birthday celebration. Implicit memory refers to unconscious memories that influence behaviors without a person’s deliberate recollection. It includes procedural knowledge, like how to ride a bike or tie shoelaces, where the task can be performed without consciously recalling how to do it (Cavanaugh & Blanchard-Fields, 2011).

Implicit memory functions in the background, which lets people perform tasks automatically without having to constantly try to remember. It just happens unconsciously. This is evident in language tasks such as word stem completion, where exposure to information unconsciously aids in task performance (Cavanaugh & Blanchard-Fields, 2011). Research has shown that implicit memory is less affected by age compared to explicit memory. Tasks involving implicit memory often have minimal age-related decline (Cavanaugh & Blanchard-Fields, 2011).

However, explicit memory requires active effort to retrieve information and is often more vulnerable to age-related declines (Cavanaugh & Blanchard-Fields, 2011). For example, older adults typically perform worse on recall tasks compared to recognition tasks, where environmental cues are provided to assist with memory retrieval. The distinction between these two types of memory is important, as the degree of decline varies, with implicit memory staying relatively stable. With explicit memory, especially episodic memory, there is a tendency for it to decline with age (Cavanaugh & Blanchard-Fields, 2011).

Memory processes are divided into three stages: encoding, storage, and retrieval. Encoding is the process of acquiring and transforming information into a memory. Age-related decrements in encoding can be seen in tasks that require effortful processing. Older adults often struggle with elaborative encoding, which involves making connections between new and existing information. For example, they may have difficulty linking new words to known concepts, but once connections are made, retention is comparable across age groups (Cavanaugh & Blanchard-Fields, 2011).

Elderly adults can benefit from incidental learning (learning without the intent to remember), where the absence of expectations for later recall seems to reduce age differences in performance (Cavanaugh & Blanchard-Fields, 2011). Therefore, attentional resources are helpful in improving encoding for this population.

Retrieval refers to the process of accessing stored information. This process can be effortful or automatic, depending on the memory task. Age-related differences in retrieval are important to understand, especially in tasks requiring self-initiated retrieval, such as free recall, where no external cues are provided. Older adults tend to experience more tip-of-the-tongue states (temporary inaccessibility of information where they are close to remembering but can’t quite get it), which points to age-related memory retrieval problems (Cavanaugh & Blanchard-Fields, 2011).