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Everyday Memory Intervention

2019-09-19 03:56:52 | BioPortfolio

Summary

Evaluates an intervention designed to improve everyday memory function, contrasting people receiving the intervention with a group that receives traditional memory strategy training.

Description

This project seeks to develop and validate a novel approach to training everyday memory functioning in older adults. The approach (1) trains people to use simple but effective memory skills that have broad applicability in everyday life and (2) shapes a set of skills and habits of mind that will increase the likelihood of effective use of skills and memory aids. It is based on a metacognitive perspective on self-regulation in cognitively demanding situations and informed by recent theories about how suboptimal habit patterns can be altered. The approach has not yet been used in an everyday memory intervention in high-functioning, community-dwelling older adults. The proposed research validates ecological momentary assessment methods to get actual behavioral measures of forgetting in everyday life. It then uses these procedures in a randomized experiment that contrasts the everyday memory intervention group with a traditional memory-strategy training group. The hypothesis is that the everyday memory training intervention will reduce everyday memory errors and memory complaints, whereas the memory strategy training will alter strategy use and memory performance, with little cross-over effect. The hypothesized pattern will establish the explicit benefits of our everyday memory intervention procedures and demonstrate the limitation of standard memory training for that purpose.

Study Design

Conditions

Aging

Intervention

Everyday Metacognitive Memory Intervention, Memory Strategy Control Intervention

Location

Adult Cognition Lab
Atlanta
Georgia
United States
30332

Status

Not yet recruiting

Source

Georgia Institute of Technology

Results (where available)

View Results

Links

Published on BioPortfolio: 2019-09-19T03:56:52-0400

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Medical and Biotech [MESH] Definitions

Type of declarative memory, consisting of personal memory in contrast to general knowledge.

A study in which observations are made before and after an intervention, both in a group that receives the intervention and in a control group that does not.

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Neurological process involving the conversion of learned information into long-term memory.

Complex mental function having four distinct phases: (1) memorizing or learning, (2) retention, (3) recall, and (4) recognition. Clinically, it is usually subdivided into immediate, recent, and remote memory.

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