How do older adults correct memory errors? The effects of practice and metacognitive strategies

Older adults often show increased susceptibility to false memories when compared to younger adults, in part because of the age-related decline in executive functions. In a study on younger adults, Mullet and Marsh (2016) used sentences with pragmatic implications to elicit false memories, and demonstrated that memory errors can be corrected, but only when they are noticed and replaced after corrective feedback. However, the effect of feedback on the correction of false memories has not yet been tested in older adults – a key question given the increased vulnerability of older adults to memory errors. For that purpose, we conducted two experiments comparing younger and older participants and two different types of feedback: simply providing the correct answer or giving the correct answer plus a follow-up question that forced participants to revise their previous responses. In Experiment 1, participants performed pre- and post-feedback memory tests (as in Mullet & Marsh, 2016), with an additional and novel study-recall phase to new non-studied material. This transfer of learning strategies was further investigated in Experiment 2, where an additional phase (including pre- and post-feedback tests) was added to train participants in the use of metacognitive strategies. Results showed that both age groups can improve correct recall and reduce memory errors, but also, older adults were the ones who benefitted the most from repeated practice and feedback, demonstrating a transfer of learning strategies to non-studied material. We highlight the role of engaging in effortful memory strategies to promote better learning during adulthood and aging.