Episodic memory and organizational strategy in free recall in unipolar depression: The role of cognitive support and executive functions

Abstract

Executive functioning and memory impairment have been demonstrated in adults with depression. Executive functions and memory are related, mainly when the memory tasks require controlled processes (attentional resource demanding processes)—that is, when a low cognitive support (external aid) is provided. A cross-sectional study was carried out on 45 participants: 21 with depression, and 24 healthy controls matched for age, verbal ability, education level, and anxiety score. Cognitive support was manipulated by providing a categorized word list at encoding, presented either clustered (high cognitive support) or randomized (low cognitive support) to both depressed and healthy adults. The number of words recalled was calculated, and an index of clustering was computed to assess organizational strategies. Participants were also administered cognitive tests (executive functions, cognitive speed, and categorical fluency) to explore the mediators of organizational strategies. Depressed participants had greater difficulty recalling and organizing the words, but the differences between the two groups were reduced for both measures when high cognitive support was provided at encoding. Healthy adults performed better on all cognitive tests. Statistical analyses revealed that in the depressed group, executive functions were the only variable associated with clustering and only when low cognitive support was provided. These findings support the view that the decrement in executive function due to depression may lead to impairment in organization when this mnemonic strategy has to be self-initiated.

Keywords:

• Depression
• Organizational strategies
• Free recall
• Episodic memory
• Executive functions
• Cognitive support

This study was supported by grants from the ANR (Agence Nationale pour la Recherche) 2007 (ANR 07 1196887): Cognitive aging, strategic variations, and executive functions in arithmetic, memory, and skill acquisition. We thank Elizabeth Yates for reviewing the English version of this paper and Jessica Hublet and Constance Besançon for their help in collecting data.