Problem-targeted Memory Training for Older Adults

Abstract

Abstract Various programs have been developed to help older adults improve their memory performance. The majority of these programs have included instruction in one or more mnemonic techniques, some of which may be more useful than others in the everyday lives of most elders. The current study compared a shorter, problem-targeted version of a self-taught memory training program to the original, which has been shown in prior research to be effective. The shorter program focused on three of the most common memory complaints of older adults: (a) memory for names of people; (b) misplaced household objects; and (c) memory for dates and appointments; the longer program also included some list-learning mnemonic techniques and additional practice time with all the mnemonics. Both training programs produced some improvement compared to a delayed-training control condition. However, the longer program produced significant improvement on more outcome measures than did the shorter, problem-targeted program. In addition, direct comparisons between the two training conditions indicated the longer program produced significantly more change on measures of name recall. Additional training time or more general mnemonic training are possible explanations for these effectiveness differences.