The influence of long-term memory on working memory: Age-differences in proactive facilitation and interference

Rhodes, Stephen; Buchsbaum, Bradley R.; Hasher, Lynn

Prior learning can hinder subsequent memory, especially when there is conflict between old and new information. The ability to handle this proactive interference is an important source of differences in memory performance between younger and older adults. In younger participants, Oberauer et al. (2017, Journal of Experimental Psychology: Learning, Memory, and Cognition, 43[1], 1) report evidence of proactive facilitation from previously learned information in a working memory task in the absence of proactive interference between long-term and working memory. In the present work, we examine the generality of these findings to different stimulus materials and to older adults. Participants first learned image–word associations and then completed an image–word working memory task. Some pairs were the same as those initially learned, for which we expected facilitation relative to previously unencountered pairs. Other pairs were made up of previously learned elements in different combinations, for which we might expect interference. Younger and older participants showed similar levels of facilitation from previously learned associations relative to new pairs. In addition, older participants exhibited proactive interference from long-term to working memory, whereas younger participants exhibited facilitation, even for pairings that conflicted with those learned earlier in the experiment. These findings confirm older adults’ greater susceptibility to proactive interference and we discuss the theoretical implications of younger adults’ apparent immunity to interference. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.3758/s13423-021-01981-2.