This study aims to analyze implicit and explicit memory performance as a function of cognitive reserve (CR) in a healthy control group (N = 39) and a mild cognitive impairment (MCI) group (N = 37). Both groups were subdivided into high and low cognitive reserve, and were asked to complete an explicit and implicit associative recognition tasks. The results showed that the control group was able to learn both tasks (η2 = .19, p < .0001), and the high CR group fared better (η2 = .06, p < .05). The MCI sample, conversely, was unable to learn the implicit relationship, and showed very little learning on the explicit association task. Participants diagnosed with MCI showed little plasticity in learning associations regardless of CR (η2 = .12, p < .01).

According to Hartsuiker et al.'s (2004) shared-syntax account bilinguals share syntactic representations across languages whenever these representations are similar enough. But how does such a system develop in the course of second language (L2) learning? We will review recent work on cross-linguistic structural priming, which considered priming in early second language learners and late second language learners as a function of proficiency. We will then sketch our account of L2 syntactic acquisition. We assume an early phase in which the learner relies on transfer from L1 and imitation, followed by phases in which language- and item-specific syntactic representations are added and in which such representations become increasingly abstract. We argue that structural priming effects in L2 (and between L1 and L2) depend on the structure of this developing network but also on explicit memory processes. We speculate that these memory processes might aid the formation of new representations.

This study explored the nature of the relationship between attention available at learning and subsequent implicit and explicit memory performance. One hundred neurologically normal subjects rated their liking of target words on a five-point scale. Half of the subjects completed the word-rating task in a full attention condition and the other half performed the task in a divided attention condition. Following administration of the word-rating task, all subjects completed five memory tests, three implicit (category association, tachistoscopic identification, and perceptual clarification) and two explicit (semantic-cued recall and graphemic-cucd recall), each bearing on a different subset of the list of previously presented target words. The results revealed that subjects in the divided attention condition performed significantly more poorly than subjects in the full attention condition on the explicit memory measures. In contrast, there were no significant group differences in performance on the implicit memory measures. These findings suggest that the attention to an episode that is necessary to produce later explicit memory may differ from that necessary to produce unconscious influences. The relationship between implicit memory, neurologic injury, and automatic processes is discussed. (JINS, 1996, 2, 111–125.)

There is evidence that the prevention of errors during learning might be helpful in improving an impaired memory performance, both in amnesia as well as in normal age-related memory decline. Although errorless learning is a promising technique for use in rehabilitation practice, the underlying mechanisms are unclear. That is, it has been suggested that the beneficial effects of errorless learning operate through implicit memory, whereas others implicate that it is explicit memory that is responsible for the enhanced memory performance after errorless learning. The current study examined the contribution of implicit and explicit memory function to the memory performance after errorless and errorful learning using the process-dissociation procedure. A group of young adults (N = 40) was compared to a matched group of older individuals (N = 40) on a spatial memory task (i.e., learning the locations of everyday objects in a room). The results clearly show age-related decline in explicit spatial memory, while implicit spatial memory was unaffected. Furthermore, the young group benefited from errorless learning compared to errorful learning, while the older group did not show a difference between the two learning conditions. Also, it was found that the effects of errorful learning were related to explicit memory function, and not implicit processing, corroborating and extending recent findings. (JINS, 2005, 11, 144–151.)

That the human frontal lobes are particularly vulnerable to age-related deterioration has been frequently invoked as an explanation of functional decline in aging. This “frontal aging hypothesis” is evaluated in this review by examining evidence of selectively reduced frontal lobe function in aging. The frontal aging hypothesis predicts that functions largely dependent on frontal regions would decline in aging, while functions largely independent of frontal lobes would remain relatively spared. The hypothesis further predicts that age-related brain change would selectively impact frontal regions. The literatures on working memory, visuospatial attention, face recognition, and implicit memory were reviewed as exemplars of functions dependent on prefrontal, parietal, temporal and occipitotemporal cortices, respectively, with a view to establishing mediating structures and effects of aging. Age sensitivity was seen both in functions dependent on frontal integrity as well as in functions apparently independent of frontal integrity. Further, although prefrontal areas exhibit age-related decreases in regional volume, blood flow and metabolism, nonfrontal cortical regions undergo similar declines. It is concluded that while the frontal lobes are subject to age-related changes reflected in both behavior and pathology, there is only weak and conflicting evidence that frontal regions are selectively and differentially affected by aging. It is argued that a network-based theory of cognitive aging has advantages over the localizationist approach inherent in the frontal aging hypothesis. (JINS, 2000, 6, 705–726.)

Although mesial temporal lobe brain damage is frequently associated with memory loss, it is unclear whether the deficit results entirely from a disruption in the processing of relevant information or whether it also reflects interference from irrelevant information. Directed forgetting is one procedure that can be used, along with standard tests of memory, to investigate this distinction. Seventeen patients with a diagnosis of complex–partial seizures of temporal lobe origin and 17 healthy volunteers were compared on lexical decision, free recall, and recognition tests in a directed-forgetting paradigm. These tests created a memory profile to measure the influence of task relevant and irrelevant information in implicit and explicit memory. Compared with healthy volunteers, the patients were significantly impaired on the memory tasks overall [F(5,25) = 5.01, p < .01]. Specifically, directed forgetting in lexical decision and recognition both discriminated between the groups [stepdown F(1,26) = 6.84, η2 = .26, p < .05 and stepdown F(1,25) = 5.36, η2 = .13, p < .05, respectively]. The results suggest that interictal memory performance in temporal lobe epilepsy may be disrupted in part because of a deficit in the differential processing of task relevant and task irrelevant information, particularly at retrieval. (JINS, 1999, 5, 549–555.)