The role of cognitive control affects memory encoding: evidence from subsequent memory paradigm

Chen, Yun; Jin, Gaohui; Yang, Shuai · 2026 · OpenAlex-citations

DOI: 10.3389/fpsyg.2025.1669174

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Summary

This review paper examines the complex interactions between cognitive control and memory encoding, addressing the gap in understanding the underlying mechanisms of how executive functions influence the formation of long-term memories. The authors synthesize existing literature to evaluate three primary theoretical frameworks: the common-resource account, the interactive model, and the stage-specific encoding account. The common-resource account posits that cognitive control and memory encoding compete for limited cognitive resources, suggesting that high control demands impair memory. In contrast, the interactive model argues that cognitive control redirects attention, potentially enhancing memory for target stimuli while impairing it for distractors, or vice versa, depending on the specific control demands. The authors conducted a comprehensive review of studies published between 2000 and 2025, sourced from Web of Science, PubMed, and ScienceDirect. The search utilized keywords such as “cognitive control,” “task switching,” “inhibition,” and “subsequent memory.” The review focuses on empirical evidence derived from the subsequent memory paradigm, where participants encode items during tasks requiring cognitive control (e.g., task switching, Go/No-Go, Stroop) and are later tested on their recognition or recall of those items. This method allows researchers to distinguish between remembered and forgotten items based on subsequent performance, thereby isolating the effects of control processes on encoding efficiency. The review finds that the impact of cognitive control on memory encoding is not uniform but depends on the specific sub-component of control engaged and the task context. First, task switching generally impairs the memory encoding of target stimuli compared to task repetition, as resources are diverted to reconfiguring task sets. However, this switch cost can enhance the encoding of distractor stimuli, supporting the interactive model’s emphasis on selective attention. Second, inhibition facilitates memory encoding only when interference arises from competing stimuli (as in the Stroop task), rather than from stimulus-response conflicts (as in the Simon task). Third, both proactive and reactive inhibition can impair memory encoding, particularly when resources are diverted to suppress responses, as seen in Go/No-Go tasks. The significance of these findings lies in challenging the simplistic view that cognitive control uniformly degrades memory. Instead, the authors conclude that cognitive control can either enhance or impair encoding depending on task demands and the specific control mechanism involved. The review highlights that individual differences in attention control and the nature of the conflict (stimulus vs. response) critically determine memory outcomes. The authors suggest that future research should explore how the integration of multiple cognitive control components influences memory encoding, moving beyond isolated examinations of single control processes. This synthesis provides a nuanced framework for understanding the dynamic interplay between executive functions and memory formation.

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• executive function