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Direct linkCampbell, Karen L.; Trelle, Alexandra; Hasher, Lynn – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2014
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…
Descriptors: Age Differences, Paired Associate Learning, Time, Older Adults
