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Related Concept Videos

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Implicit memories, also known as non-declarative memories, are long-term memories that function outside of conscious awareness. These memories influence behavior and skills without explicit knowledge. This type of memory is evident in tasks like playing tennis, snowboarding, and texting. Implicit memory has three subsystems: procedural memory, conditioning, and priming. This type of memory is essential in various activities, from everyday tasks to specialized skills.
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Related Experiment Video

Updated: May 12, 2026

A Real-world What-Where-When Memory Test
09:13

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Published on: May 16, 2017

Does a simultaneous memory load affect older and younger adults' implicit associative learning?

Katherine R Gamble1, James H Howard, Darlene V Howard

  • 1a Department of Psychology , Georgetown University , Washington , DC , USA.

Neuropsychology, Development, and Cognition. Section B, Aging, Neuropsychology and Cognition
|April 16, 2013
PubMed
Summary
This summary is machine-generated.

A simultaneous memory load impacts older adults' ability to express implicit associative sequence learning, but not younger adults. This suggests memory load affects learning expression, not acquisition, in older individuals.

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Area of Science:

  • Cognitive Psychology
  • Neuroscience
  • Human Development

Background:

  • Implicit associative sequence learning is crucial for adapting to environmental structures.
  • Dual-task paradigms help elucidate cognitive resource limitations.

Purpose of the Study:

  • To investigate how a simultaneous memory load affects implicit associative sequence learning.
  • To differentiate effects on learning acquisition versus expression.
  • To examine age-related differences in dual-task performance on learning.

Main Methods:

  • Utilized the Triplets Learning Task (TLT) to assess implicit associative sequence learning.
  • Implemented a simultaneous memory load condition versus a sequential control condition.
  • Employed probe blocks to distinguish learning from its expression.

Main Results:

  • A simultaneous memory load suppressed the expression of learning in older adults, but not younger adults.
  • Learning acquisition itself was not affected by the memory load in either age group.
  • Older adults showed reduced adaptation to environmental structure under dual-task conditions.

Conclusions:

  • Implicit associative learning does not appear to heavily rely on limited capacity resources.
  • Memory load impacts the expression of learned associations, particularly in older adults.
  • Distinguishing between learning and its expression is critical in dual-task research.