Effects of a Memory and Aging Workshop on Negative Beliefs of Memory Loss in the Elderly

Turner, Marilyn L.; Pinkston, Rebecca S.

doi:10.1080/0360127930190501

Cited by 21 publications

(15 citation statements)

References 19 publications

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“…Other investigators have noted changes in control beliefs after training (Rapp et al, 2002;Turner & Pinkston, 1993) or have seen improvements on single-item efficacy scales that covary with performance (Hill et al, 1987;Rebok & Balcerak, 1989), but no one has reported significant score improvements on most memory measures that covaried with self-efficacy change (cf. Best et al, 1992;Rebok & Balcerak, 1989;McDougall, 2000;Zarit et al, 1981aZarit et al, , 1981b.…”

Section: Discussionmentioning

confidence: 95%

“…Rapp, Brenes, & Marsh, 2002;Schmidt, Zwart, Berg, & Deelman, 1999;Schmidt, Berg, & Deelman, 2000), others improving performance without consistent changes in beliefs (Rebok & Balcerak, 1989;Hill et al, 1987;Scogin, Storandt, & Lott, 1985;Woolverton, Scogin, Shackelford, & Black, 2001;Zarit, Cole, & Guider, 1981a;Zarit, Gallagher, & Kramer, 1981b). Studies emphasizing strategy training plus memory education to enhance positive beliefs have also shown mixed results (Troyer, 2001;Turner & Pinkston, 1993).…”

Section: Robin L West Et Almentioning

confidence: 91%

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Self-Efficacy and Memory Aging: The Impact of a Memory Intervention Based on Self-Efficacy

West

Bagwell

Dark-Freudeman

2008

Aging, Neuropsychology, and Cognition

159

176

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A multifactorial training program was developed for older adults, to improve self-efficacy and memory performance. Elements designed to raise self-efficacy were integrated into class discussions, homework readings, and practice exercises, including an emphasis on memory potential at any age, self-set goals, and opportunities for mastery. Strategy training focused on association, organization, attention, imagery, and PQRST. Significant improvements for the training group, as compared to a wait-list control group, were observed for memory self-efficacy, locus of control, name recall and story recall. Trained participants were using effective strategies more so than the control group. Final test scores were predicted by self-efficacy, condition assignment, and baseline ability (with some variation across the three tasks). These findings suggest that an integrated and comprehensive training program that incorporates principles of self-efficacy theory has great potential for improving older adults' memory ability.

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Section: Discussionmentioning

confidence: 95%

Section: Robin L West Et Almentioning

confidence: 91%

Self-Efficacy and Memory Aging: The Impact of a Memory Intervention Based on Self-Efficacy

West

Bagwell

Dark-Freudeman

2008

Aging, Neuropsychology, and Cognition

159

176

View full text Add to dashboard Cite

show abstract

“…Such information could provide the basis for educational programs that address older adultsÄ memory concerns (Reese, Cherry, & Norris, 1999). Educational materials and training programs that compare and contrast healthy memory aging with pathological types of memory dysfunction would be useful for students, caregivers, and service providers who work with the elderly (e.g., Turner & Pinkston, 1993).…”

mentioning

confidence: 99%

The Knowledge of Memory Aging Questionnaire

Cherry¹

2000

Educational Gerontology

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“…The underlying assumption is that subjective memory beliefs largely determine memory performance (Bandura, 1989;Cavanaugh & Green, 1990;Lovelace, 1990;Turner & Pinkston, 1993). Memory beliefs can enhance or impair performance through their e ects on motivational, a ective or cognitive intervening processes.…”

mentioning

confidence: 99%

“…Moreover, some of the studies that have been performed show methodologic al limitations : they do not measure actual memory performance and/or do not include a control group (Ponds, Schmidt, de Lugt, Lulofs, Verhey, & Jolles, 1995;Turner & Pinkston, 1993;Zarit, Gallagher, & Kramer, 1981). Without a no-intervention group, results may as well be caused by the e ects of repeated testing.…”

mentioning

confidence: 99%

Evaluation of an Intervention Directed at the Modification of Memory Beliefs in Older Adults

Schmidt¹

1999

Educational Gerontology

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In clinical practice, memory interventions often aim to improve negative beliefs and expectations about memory in the elderly. The (implicit or explicit) assumption is often that changing beliefs and expectations about memory does not only improve subjective memory judgments, but leads to improved memory performance as well. Surprisingly few studies, however, have evaluated these objectives e ects. The present study describes an intervention directed at reducing negative stereotypes and worries about memory. Both subjective and objective e ects were assessed in an intervention group (N 5 22, mean age 63 years) and compared to a no-treatment control group (N 5 23, mean age 61 years). Subjects were very satis ed with the e ect of the intervention. The intervention had a positive e ect on subjective reports on knowledge and worries about forgetfulness. The positive subjective e ects, however, were not accompanied by an improved performance on memory tests. A ge and initial memory performance were not related to objective intervention e ects. Subjective e ects of the intervention were related to initial memory performance : the strongest e ects were found for subjects who initially experienced most memory problems.

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Effects of a Memory and Aging Workshop on Negative Beliefs of Memory Loss in the Elderly

Cited by 21 publications

References 19 publications

Self-Efficacy and Memory Aging: The Impact of a Memory Intervention Based on Self-Efficacy

Self-Efficacy and Memory Aging: The Impact of a Memory Intervention Based on Self-Efficacy

The Knowledge of Memory Aging Questionnaire

Evaluation of an Intervention Directed at the Modification of Memory Beliefs in Older Adults

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