The roles of executive functioning, simple attention, and medial temporal lobes in early learning, late learning, and delayed recall.

Fractionating performance of a verbal list-learning test can provide a nuanced interpretation of the relationship between brain networks and learning and memory abilities. Within older adult samples, including those with mild cognitive impairment and Alzheimer’s disease, cortical volumes for attention and executive functioning networks correlate more strongly with neuropsychological performance measures of early learning trials relative to late learning and delayed recall. In contrast, medial temporal lobe (MTL) structures, such as the hippocampus, are more strongly correlated to performance on late learning and delayed recall measures relative to early learning. We sought to extend these findings by evaluating the contributions of simple attention, executive function (EF), and MTL structures to learning and recall in a cognitively heterogeneous sample of older adults that included healthy controls (n = 54), adults with MCI (n = 63), and those with dementia (n = 13). We used canonical correlation analyses to test the hypotheses that the contributions of EF, simple attention, and the MTL to verbal memory would differ across phases of learning and recall. Results showed that relationships between the MTL and memory were the only ones to demonstrate a graded pattern of association, ranging from r = .46 to .57 across early learning, late learning, and delayed recall. Simple attention and EF were both significantly and moderately related to learning and recall, but those relationships did not vary across phases as hypothesized. We explore alternative interpretations for our discrepant findings, including the influence of sample characteristics and methodology, advocating for multivariate approaches.