Strategies to Improve Name Learning

Brédart, Serge

doi:10.1027/1016-9040/a000363

Cited by 10 publications

(11 citation statements)

References 49 publications

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“…Spaced retrieval is a prototype of a simple but effective strategy for everyday remembering. It is a testing-based strategy that has been shown to be highly effective for improving older adults’ remembering, including learning new names ( Brédart, 2019 ). Spaced retrieval involves repeated retrieval of information, linked to either explicit or implicit cues.…”

Section: Introductionmentioning

confidence: 99%

Fostering Self-Management of Everyday Memory in Older Adults: A New Intervention Approach

et al. 2021

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Traditional memory strategy training interventions improve older adults’ performance on tests of episodic memory, but have limited transfer to episodic memory tasks, let alone to everyday memory. We argue that an alternative approach is needed to assist older adults to compensate for age-related cognitive declines and to maintain functional capacity in their own natural ecologies. We outline a set of principles regarding how interventions can successfully train older adults to increase successful goal pursuit to reduce risks of everyday memory failures. We argue that training individuals to use metacognitive self-regulatory strategies to proactively manage formulation and pursuit of daily goals can compensate for age-related cognitive changes and increase the likelihood of goal attainment. We then describe an intervention approach that instantiates these principles in a multi-modal intervention that is unique in its three-phase approach: (1) individualized assessment of an individual’s current approaches to self-regulation; (2) training memory strategies, self-management skills, and new habits of mind in a group training context; and (3) a behavioral shaping period in which individuals receive coaching and feedback on their efforts to use trained procedures to improve everyday cognition. A recently completed study conducted an initial test of the intervention, with highly encouraging results. We advocate further efforts to replicate, extend, and fine-tune this type of intervention. The ultimate goal is to be able to deliver the intervention in a way that increases its potential reach, including to subpopulations of older adults at risk for everyday cognitive impairments.

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Section: Introductionmentioning

confidence: 99%

Fostering Self-Management of Everyday Memory in Older Adults: A New Intervention Approach

et al. 2021

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“…Traditional memory training intervention studies with older adults work well in training memory strategies, but have had limited success in terms of transfer of training (e.g., Simons et al, 2016 ). Often training focuses on complicated mnemonics that can be burdensome to learn and difficult to actually use in real life ( Brédart, 2019 ; Brooks et al, 1999 ; Derwinger et al, 2005 ; McKitrick et al, 1999 ). In particular, the evidence for improvement in everyday memory following memory strategy training is both scant and limited primarily to subjective memory ( Hudes et al, 2019 ).…”

Section: Background and Objectivesmentioning

confidence: 99%

“…First, people need to have a set of metacognitive skills to use in real-world situations. For instance, training spaced retrieval ( Brédart, 2019 ; Camp, 2006 ; Walmsley & Fuqua, 2018 ; Wiegand et al, 2013 ) allows one to decide to learn someone’s name at a social gathering and access an effective tool for doing so. Second, we focus on creating a set of “habits-of-mind” ( Stine-Morrow, 2007 ) that increase the likelihood of effective use of existing and newly trained memory aids.…”

Section: Background and Objectivesmentioning

confidence: 99%

Initial Evidence for the Efficacy of an Everyday Memory and Metacognitive Intervention

Pearman

Lustig

Hughes

et al. 2020

Innovation in Aging

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Background and Objectives The objective of this paper is to demonstrate the efficacy of an Everyday Memory and Metacognitive Intervention (EMMI) designed to improve everyday functioning of older adults. The EMMI emphasizes self-regulation as a behavioral approach to take priority over habitual behaviors that often impede everyday functioning. Research Design and Methods This study used a quasi-experimental design (intervention vs. waitlist control) to test whether the EMMI improved several aspects of everyday cognition. Thirty-three EMMI participants (M age = 70.24) were compared to 20 control participants (M age = 71.70 years). The two groups were compared on everyday memory failures and successes, measures of well-being, subjective memory, and a prospective memory task. Results Participants who received the EMMI reported more memory successes and fewer memory failures over a 10-day measurement period post-intervention. In addition, EMMI participants reported significantly higher life satisfaction and better subjective memory at post-test than the control group. Critically, the EMMI participants performed better on a laboratory contact prospective memory task. Discussion and Implications The results from this study suggest that the EMMI is a promising approach that has potential to improve everyday memory functioning and perhaps help extend functional independence. Future studies will include randomized controlled trials as well as electronic measurement of memory incidents.

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“…Learning people’s names is another example of paired-associate learning of faces and names. Keywords and face–name imagery have been devised for mnemonics that facilitate paired-associate learning in foreign-language vocabulary learning and in face–name learning (Atkinson, 1975; Brédart, 2019; Morris et al, 1978). This will be addressed later in this study.…”

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confidence: 99%

“…Moreover, the use of retrieval practice raises another concern. Although the retrieval-practice method is recognised to be very good for facilitating paired-associate learning (Brédart, 2019; Landauer & Bjork, 1978), the method is less suitable for examining the effects of context. In the varied condition, retrieval of response terms is minimally assisted by the context presented with the pairs at study, because the contexts varied every learning session.…”

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confidence: 99%

Facilitation effect of incidental environmental context on the computer screen for paired-associate learning

Isarida

Isarida²,

Kubota

et al. 2021

Quarterly Journal of Experimental Psychology

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Three experiments, in which a total of 198 undergraduates engaged, investigate whether the incidental environmental context on the computer screen influences paired-associate learning. Experiment 1 compared the learning of foreign and native language words between a constant context condition, where the stimulus and response pairs were presented twice on the same 5-s video background context, and a varied context condition, where the pairs were presented twice on different video contexts. Repetition in the same context resulted in better learning than in different contexts, evaluated with a paper-and-pencil test. Experiment 2 investigated learning of paired-associate foreign and native words in the same video-contexts, or photograph-contexts, or on a neutral gray background. Both the video and the photograph contexts equally facilitated the paired-associate learning compared to the gray background. Experiment 3 investigated whether the incidental environmental context similarly facilitated face-name paired-associate learning. We added a new condition of spot illustrations, and a second testing one day later. The repetition of face-name pairs within the same complex incidental environmental context on the computer screen (either video or photograph background) facilitated the paired-associate learning. There was no significant difference in learning performance between video and photograph background contexts, which were significantly better than gray or spot illustration backgrounds which did not differ from each other. The retention interval did not interact with the effect of the background. The present results show that repetition within the same video or photograph context, covering the entire background of the video screen on which each item pair was superimposed, facilitates paired-associate learning.

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Strategies to Improve Name Learning

Cited by 10 publications

References 49 publications

Fostering Self-Management of Everyday Memory in Older Adults: A New Intervention Approach

Fostering Self-Management of Everyday Memory in Older Adults: A New Intervention Approach

Initial Evidence for the Efficacy of an Everyday Memory and Metacognitive Intervention

Facilitation effect of incidental environmental context on the computer screen for paired-associate learning

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