Document Type

Honors Thesis

Semester of Graduation

Spring 2026

Abstract

This study examined episodic memory performance for everyday household chores in younger (18-32 years) and older adults (65-79 years). With the increasing older adult population in the United States, understanding age-related memory differences and identifying strategies to enhance memory performance in later life is needed. Building on previous research demonstrating the pictorial superiority effect and benefits of semantic encoding across the adult lifespan, this study utilized a 2 × 2 × 2 between-groups factorial design to investigate the effects of age group (younger, older), encoding task (standard intentional learning, semantic elaboration), and stimulus format (text only, text with pictorial illustrations) on free recall and recognition memory for common household chores. We predicted that while younger adults will outperform older adults overall, this age-related difference will be lessened when participants engage in deeper semantic processing during encoding and when pictorial illustrations accompany the chores during acquisition. The results obtained were consistent with expectations for age and semantic encoding in that younger adults free recalled and recognized more chores than did older adults and those who received the semantic elaboration task also free recalled more chores than did those who received a standard intentional learning task. An unexpected result was that pictorial illustrations did not improve either recall or recognition performance. In addition, age differences in performance were numerically smaller when a recognition memory test was given compared to free recall, although the differences were quite small. Overall, these results support the view that age-related memory deficits stem from difficulties with self-initiated processing rather than fundamental deficits in memory systems. Practical implications for memory aids and educational materials to support everyday memory for older adults are discussed.

Awardee Name

Cameron McCleary

Academic Major

Psychology & Interdisciplinary Studies

Project Mentor

Katie Cherry

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