Terrence L. Rose

Concentration and Mnemonic Training in Elderly Subjects With Memory Complaints: A Study of Combined Therapy and Order Effects

In a study of a cognitive retraining program for the elderly, subjects received a combination of two types of training designed to reduce the memory impairment associated with normal aging. Concentration training (CT) consisted of techniques to improve selective and sustained attention. Mnemonic training (MT) involved an associative imagery technique designed to enhance the organization and retrieval of information. Order effects were examined using two groups of subjects. One group received CT followed by MT whereas the other group received MT before CT. It was hypothesized that the CT-MT sequence would improve immediate and delayed serial recall more than the reverse sequence. This hypothesis was supported and transfer effects were found on a paired-associates learning task. The findings suggest a need for further research on potential interactions and sequencing effects among different forms of cognitive training.

Relaxation training and memory improvement in elderly normals: Correlation of anxiety ratings and recall improvement

Abstract Twenty-six elderly subjects rated for degree of anxiety were taught a progressive muscle relaxation technique. Subjects with a relatively high level of anxiety improved on a list learning measure when they were relaxed, whereas subjects with relatively low levels of anxiety showed impairment of learning after relaxation. The implications of these findings are discussed in relation to cognitive theory and cognitive retraining programs for the elderly.

Semantic elaboration and the method of loci: A new trip for older learners.

The present study examined the effectiveness of two variations of a list learning mnemonic, the method of loci, on the recall of elderly subjects. In the Loci Only group (n = 20) subjects were instructed in the standard mnemonic and taught how to produce visual images associating each item to be remembered with one of several familiar locations. A second group, the Loci + Judgment condition (n = 17), received identical instructions except that they were taught, in addition, to make a personal judgment of the pleasantness of each visual image association. As predicted, subjects in the Loci Plus Judgment group showed greater improvement in their recall following instruction in the mnemonic. These results point to the importance of nonredundant forms of stimulus elaboration as a means of enhancing the accessibility of visual images and the effectiveness of visual mnemonic techniques.

The effects of a face-name mnemonic in young, middle-aged, and elderly adults.

A mnemonic for learning name-to-face associations was taught to young, middle-aged, and elderly adults. Recall of names was assessed initially, before participants were introduced to the mnemonic, and after it had been learned. The youngest group recalled the most names overall whereas the oldest group recalled the least; middle-aged participants performed at intermediate levels. Despite this decline in performance with age, all three groups showed significant gains in recall after learning the mnemonic, and the amount of improvement was comparable across groups.

Differential Effects of a List-Learning Mnemonic in Three Age Groups

The effectiveness of a list-learning mnemonic was assessed across a wide range of ages. Young, middle-aged, and older adults attended a 3-day course in which a modified version of the method of loci was taught. Tests of free recall were administered at the beginning and end of the course. All three age groups displayed significantly better recall following instruction in the mnemonic than they did initially; however, the amount of improvement was less in older subjects than younger ones. These results, though indicating the mnemonic to be effective for young and old alike, suggest the development of encoding and retrieval deficits with age.