Elena Cavallini

Aging and everyday memory: the beneficial effect of memory training

The authors investigated elderly peoples ability to benefit from specific memory training. Empirical evidence of cognitive aging shows a deterioration in working memory ability but also suggests that elderly people maintain the ability to acquire new information and strategies. The aim of the present study was to investigate the effects of two different mnemonic strategies (Loci mnemonic vs. Strategic training) in young and older adults and to evaluate the ability of the older groups to improve performance. Participants received extensive practice in the use of a specific strategy. Three groups of participants (20 adult, 20 younger elderly, and 20 older elderly) were tested in the laboratory, as well as in ecological conditions using a battery of cognitive tests. Questionnaires were also administrated to explore cognitive, metacognitive and emotive motivational aspects of working memory performance. The results show the efficacy of both trainings in improving performances in different tasks, particularly the ecological. The elderly benefit from strategies as much as younger people; nevertheless, the memory performances of the latter are higher. Differences between the two trainings are found only in the task evaluating ability to re-use learnt strategies in other unfamiliar situations. Improvement in performance was more pronounced for the strategic training.

Passive storage versus active processing in working memory: Evidence from age-related variations in performance

In a passive task participants recall material in the format in which it was presented, whereas in an active task they transform or manipulate the material. Experiment 1 describes an active visuo-spatial task that is vulnerable to the effects of ageing, and Experiment 2 shows that it is more sensitive to the effects of ageing than a passive task carried out concurrently using the same material. In Experiment 3, similar results were obtained using active and passive verbal tasks carried out concurrently using the same material. Finally, these findings were replicated in Experiment 4 using active and passive verbal and visuo-spatial tasks that were carried out in separate experimental conditions. It is concluded that effects of ageing show an earlier onset in tasks requiring active processing than in tasks requiring the passive storage of information.

Do Self-Monitoring Interventions Improve Older Adult Learning?

We describe a self-monitoring approach for improving older adult learning that older adults can use in conjunction with more traditional mnemonic-based interventions. According to the self-monitoring approach, older adults can improve the effectiveness of learning by accurately monitoring their progress toward a learning goal and by using the output from such monitoring to allocate study time and to inform strategy selection. We review current evidence, which includes outcomes from two previously unpublished interventions, relevant to the efficacy of this approach. Both interventions demonstrated performance gains in memory performance after self-monitoring training, although these training gains did not exceed gains obtained through standard mnemonic training. Our discussion highlights both successes and failures of self-monitoring to enhance learning as well as challenges for future research.

The rehabilitation of memory in old age: Effects of mnemonics and metacognition in strategic training

Abstract This study examined the characteristics of strategic memory training, which could be employed to treat both young and old people. The aim of the research was twofold: to investigate the efficacy of the training and to evaluate the recuperation possibilities for the aged suffering from cognitive decline. Sixty participants (20 young, 20 young elderly, and 20 old elderly people) underwent testing in a laboratory as well as in ecological conditions in order to investigate cognitive, metacognitive and emotive motivational aspects of working memory performance. Our results strengthen the hypothesis that memory problems are also linked to strategic and metacognitive variables, unrelated to aging, and they confirm the validity of a multifaceted strategic training. Moreover, the results confirm the validity of the training to improve the memory capacity and the possible wider application of strategies even in unfamiliar situations, improving memory performance of both young and elderly people.

The cognitive effects of listening to background music on older adults: processing speed improves with upbeat music, while memory seems to benefit from both upbeat and downbeat music

Background music refers to any music played while the listener is performing another activity. Most studies on this effect have been conducted on young adults, while little attention has been paid to the presence of this effect in older adults. Hence, this study aimed to address this imbalance by assessing the impact of different types of background music on cognitive tasks tapping declarative memory and processing speed in older adults. Overall, background music tended to improve performance over no music and white noise, but not always in the same manner. The theoretical and practical implications of the empirical findings are discussed.

Does Task Affordance Moderate Age-related Deficits in Strategy Production?

ABSTRACT According to the task-affordance hypothesis, people will be more likely to use a specific strategy as tasks more readily afford its use. To evaluate this hypothesis, we examined the degree to which older and younger adults used a self-testing strategy to learn items, because previous studies suggest that age-related differences in the use of this powerful strategy vary across tasks. These tasks (words affixed to a board vs. pairs on flashcards) differentially afford the use of the self-testing strategy and may moderate the age-related effects on strategy use. Participants performed a recall-readiness task in which they continued to study items until they were ready for the criterion test. As predicted, self testing was used less often on tasks that least afforded its use. Namely, participants used self testing less when they studied single words affixed to a board than when they studied pairs on flashcards. Most important, age-related deficits in strategy use were greater for the former task and nonexistent for the latter one, suggesting that task affordance moderates age differences in strategy use.

Can Computer Familiarity Regulate the Benefits of Computer-based Memory Training in Normal Aging? A Study with an Italian Sample of Older Adults

ABSTRACT In this study, we investigated whether computer familiarity could regulate the efficacy of a computer-based memory training intervention in an Italian sample of older adults. Participants were randomly assigned to either the training or the waiting-list control group and were tested on four computerized neuropsychological memory tasks and one paper-pencil task. Computer familiarity measures included a computer questionnaire, reaction times in a pointing task and mouse use ability. Only the training group was taught and practised two memory strategies on three computerized neuropsychological tasks during three training sessions. Compared to the waiting-list control group, participants in the training condition showed significant benefits after the intervention in the practiced tasks and they generalized training effects to the transfer tasks. Furthermore, no link resulted between computer familiarity and memory benefits. These findings support the application of the computer-based memory training with older adults, independently of them being computer users or not.

Promoting theory of mind in older adults: does age play a role?

Objectives: Previous research on age-related changes in Theory of Mind (ToM) showed a decline in older adults, particularly pronounced over 75 years of age. Evidence that ToM may be enhanced in healthy aging people has been demonstrated, but no study has focused on the role of age on the effects of ToM training for elderly people. The present study was designed to examine the efficacy of a ToM training on practiced (ToM Strange Stories) and transfer tasks (ToM Animations) in both young and older adults. Method: The study involved 127 older adults belonging to two age groups: young–old (Mage = 64.41; SD = 2.49; range: 60–69 years) and old–old (Mage = 75.66; SD = 4.38; range: 70–85 years), randomly assigned to either a ToM group or a control group condition. All participants took part in two 2-hour testing sessions and four 2-hour training sessions. Results: Results showed that both young–old and old–old adults in the ToM group condition improved their ability to reason on complex-mental states significantly more than participants in the control group condition. This positive effect of the training was evident on practiced and transfer ToM tasks. Crucially, age did not moderate the effect of the ToM training. Conclusion: These findings demonstrate that young–old and old–old adults equally benefit from the ToM training. Implications for the positive effect of the ToM training in old–old adults are discussed.

Training for generalization in theory of mind: A study with older adults

Theory of Mind (ToM) refers to the ability to attribute independent mental states to self and others in order to explain and predict social behavior. Recent research in this area has shown a decline in ToM abilities associated with normal aging that is of a moderate magnitude or greater. Very few studies have investigated whether it is possible to improve older adults’ ToM abilities. The present study was designed to address this gap in the literature by evaluating the impact of a ToM training on practiced and transfer tasks. We provided older adults with a variety of activities designed to facilitate the generalization of benefits to other ToM-demanding tasks. Participants were 63 healthy older adults, native Italian speakers (Mage = 71.44, SD = 5.24, age range: 63–81 years). Participants were randomly assigned to one of two groups: the ToM training (age range: 63–81 years) and the physical-conversation training (age range: 64–81 years). Training effects were measured using the strange stories (practiced task) and the animation task (transfer task). Results revealed the efficacy of the training in producing improvements on practiced but also on transfer tasks.

Self-help memory training for healthy older adults in a residential care center: specific and transfer effects on performance and beliefs.

Cognitive flexibility has repeatedly been shown to improve after training programs in community‐dwelling older adults, but few studies have focused on healthy older adults living in other settings.