Daily Cognitive Dynamics: Activities and Mood as Correlates of Subjective Memory Lapses and Working Memory Performance in University Students

Research has long been interested in cognitive complaints as indicators of cognitive performance limitations. While longitudinal studies suggest that an active lifestyle and emotional well-being may be beneficial for cognitive function, the underlying mechanisms remain unclear. Recent work emphasizes momentary assessments for capturing everyday cognitive functioning. In this ten-day experience-sampling study, 325 university students completed thrice-daily surveys on stress, mood, social, cognitive and physical activities, subjective memory lapses, and performed a working memory task. Memory lapses and working memory performance were unrelated at both between- and within-person levels. Memory lapses were more likely during periods of increased activity, worse mood, and higher stress. Participants engaging in more cognitive activities reported more memory lapses. Higher average physical activity and increased momentary social activity were associated with lower working memory performance. Daily memory lapses in university students appear primarily driven by current affective states and activity levels rather than cognitive performance limitations. These results advance our understanding of cognitive processes in young adults and highlight different time scales in cognitive functioning.