C

D

C

C

A

Knowledge of facts (e.g., scientific facts), procedures (e.g., how to drive a car), and information related to one's vocation either remain the same or increase over the adult years, and adults' experience and knowledge of their cognitive system (metacognition) enable them to use their memory more effectively. For example, they use external supports and strategies to maximize their memory, such as by organizing their notes or placing their car keys in a designated spot where they can reliably be found. As with attention, memory declines vary with the individual and task. Most adults compensate for declines and show little to no differences in everyday settings; however, chronic stress impairs working memory. Midlife adults who feel overwhelmed in daily life, such as those faced with many conflicting responsibilities and stressors that demand a great deal of multitasking, are more likely to rate their memory competence as poor. Multitasking is difficult for all adults, but it becomes more challenging in older adulthood. Managing and coordinating multiple tasks by switching attention among two sets of stimuli, is associated with greater disruptions in working memory in older adults as compared with younger adults. If, however, older adults have the opportunity to slow down to a pace with which they feel comfortable, they can show performance on working memory tasks similar to that of younger adults.