Cameron J. Camp

Age differences in problem-solving style: the role of emotional salience.

Qualitative differences in problem-solving style for situations varying in emotional salience were examined among adolescents, young, middle-aged, and older adults. Participants wrote essays on how each of 15 problem situations should be resolved. There were minimal age differences for problem-focused strategies, with all age groups using this strategy the most. Age differences for problem-solving strategy were highly dependent on the degree to which the situation was emotionally salient. All individuals were more likely to use an avoidant-denial strategy in low emotionally salient situations and passive-dependent and cognitive-analysis strategies in high emotionally salient situations. However, older adults used both passive-dependent and avoidant-denial strategies more than younger age groups. Problem-focused strategies were used least in high emotionally salient situations. Implications of findings are discussed from an adult developmental perspective.

Memory Interventions for Persons with Dementia

It is possible to design effective, pragmatically useful memory interventions for persons with Dementia of the Alzheimers Type (DAT). A review of successful memory interventions for such populations is presented. A particularly effective intervention technique, spaced-retrieval, is described and the theoretical basis for its effectiveness is discussed. A detailed account is presented of a spaced-retrieval intervention in which persons with DAT are trained to learn and utilize a strategy, i.e., remembering to use a calendar listing daily activities. Directions for future research in this area are offered.

Use of Montessori-based activities for clients with dementia in adult day care: Effects on engagement:

Clients with dementia in an adult day care center were observed taking part in regular activities programming or Montessori-based activities developed for persons with dementia. During the nine-month study, clients in Montessori-based activities exhibited greater amounts of constructive engagement, defined as motor or verbal behavior exhibited in response to the activity in which the client was taking part, than clients in regular programming. Montessori-based activities also elicited less passive engagement, defined as listening and/or looking behavior exhibited in response to the activity the clients were participating in, than regular programming. Implications of these results and ways to implement Montessori-based programming in settings serving persons with dementia are discussed.

Curiosity and stimulation seeking across the adult life span : cross-sectional and 6- to 8-year longitudinal findings

Giambra (1977-1978, 1979-1980) found that 2 scales of the Imaginal Processes Inventory measuring curiosity (i.e., information seeking) did not change across the adult life span, but 2 measuring stimulation seeking (i.e., boredom) for external stimulation need significantly decreased with age. In this study, these outcomes were replicated (1,356 men and 1,080 women 17 to 92 years old). In addition, a 6- to 8-year longitudinal repeat was obtained on 222 men and 124 women. Significant longitudinal declines were obtained for the stimulation-seeking measures. Furthermore, women showed an increase in impersonal-mechanical curiosity and a decline in interpersonal curiosity, though the amount of change was modest. Men were unchanged on both curiosity measures. Gender differences in longitudinal changes apparently reflected effects of socialization as well as tendencies toward displaying increased androgyny with advancing age.

Remembering mnemonics: A three-year follow-up on the effects of mnemonics training in elderly adults

The purpose of this study was to assess the long-term impact of providing training in mnemonics to a small group of elderly adults. We wished to determine if such training could be utilized effectively some three years (34 months) after initial training. Nine of ten original subjects consented to take part in the retesting exercise. Ages ranged from 66 to 85 yrs (M = 73.5). Our results demonstrate that though loci generally were available for use in remembering a new word list, they usually were not effectively utilized to enhance recall. Our participants also agreed that the training they had received was useful. In spite of this, a majority of the respondents did not use the method of loci after training. However, adults of all ages often do not utilize mnemonics training once its effectiveness has been demonstrated. Therefore, creating effective cognitive interventions may require that we adopt techniques that have been shown to improve compliance in other areas of healthy living.

Memory Interventions in Alzheimer’s-Type Dementia Populations: Methodological and Theoretical Issues

In this chapter, we will consider methodological and theoretical issues encountered while implementing memory interventions in individuals with Alzheimer’s-type Dementia (AD). The severe memory impairments associated with AD have profound impact on the ability of afflicted individuals to carry out daily activities, and any new learning (or relearning) tends to be limited and specific. Interventions in this population must address the practical needs of individuals as they cope with a reality configured by impairments in everyday memory (i. e., memory tasks encountered in the real world). Previous attempts to modify the memorial abilities of individuals with AD have met with little success, when they have been tried at all, and we will discuss the problems associated with using traditional mnemonic training with this population. We will then describe a relatively new intervention—spaced retrieval—which seems to overcome many of these difficulties. Results from recent studies using this technique with individuals having AD will be reported.

EPILOGUE: SPACED‐RETRIEVAL MEMORY TRAINING IN AN ADULT DAY‐CARE CENTER

A memory‐impaired client at an adult day‐care center was trained to remember the name of a staff member using the spaced‐retrieval technique. After two brief training sessions, the client demonstrated long‐term retention of the target name. Retention was maintained at follow‐up testing 6 months later. Details of the unique aspects of this cognitive intervention, along with implications of this project for cognitive aging research in general, are discussed. In particular, the social and emotional components of memory‐ and cognitive training tasks are emphasized.

Effects of Buspirone on Agitation Associated With Dementia

Ten patients with probable Alzheimers disease participated in an open-label study of buspirone for agitation. The starting dose of 15 mg/day was increased by 5 mg every week until maximal improvement or 60 mg/day was reached. A significant decrease in agitation scores occurred at an average dose of 35 mg/day.

KNOWLEDGE OF AND ATTITUDES TOWARD AGING IN YOUNG, MIDDLE‐AGED, AND OLDER COLLEGE STUDENTS: A COMPARISON OF TWO MEASURES OF KNOWLEDGE OF AGING

Scores on two measures of knowledge of aging were compared and correlated with direct and indirect measures of attitudes toward aging. Knowledge scores were not strongly related (r = .2‐.3) to either indirect or direct measures of attitudes toward older adults, and scores on the knowledge tests were not strongly correlated with each other (r = .25). In general, older subjects had higher knowledge scores and more positive attitude scores than did younger subjects. The age effect for knowledge remained after attitude was controlled. Suggestions for improving tests of general knowledge of aging are offered.

On Missing Links and Such: Interfaces between Cognitive Research and Everyday Problem-Solving.

In this article, based on a symposium presented at the Gerontological Society meeting in 1982, several reconceptualizations of adult cognitive development and its relations with everyday problem-solvi