Three Methods of Memory Training for Severely Amnesic Patients

Abstract

The results of memory training are reported for three densely amnesic patients. It was found that these patients were able to successfully learn the specific content of what was taught, utilizing either rote rehearsal or elaboration methods, but none of the patients demonstrated any generalization of learning strategies to unfamiliar material. The general conclusion was that densely amnesic patients can learn specific items of information, and that such learning may facilitate competence in activities of daily living. However, mnemonic devices involving verbal elaboration and imagery that have been successfully taught by professional mnemonists to normal individuals do not appear to be effective with amnesic patients.

An efficacy study of memory training for patients with closed-head injury

“…A frequently encountered difficulty with memory training is that, while it may be effective in teaching patients specific materials (Goldstein et al, 1985>, it is not clear that patients are always taught to apply the methods used to additional new material. The present study involved an attempt to deal with that issue through providing training that called for generalization to new material.…”

A single case experimental design comparing two memory notebook formats for a man with memory problems caused by traumatic brain injury

“…This allows more efficient use of residual skills and compensates for deficits rather than pursuing restoration as a goal (Kapur, 1995;Berg, Koning-Haanstra, & Deelman, 1991;Glisky, 1995;Sohlberg & Mateer, 1989;Wilson, 1991Wilson, , 1995aWilson, , 1995b. However, internal mnemonics, including the use of visual imagery and verbal strategies, tend not to be maintained or to generalise outside rehabilitation environments, particularly in people with severe memory problems (Richardson, 1995;Goldstein et al, 1985;Wilson, 1981). The strategies are also frequently difficult to learn and overload residual cognitive capacities (Cermak, 1975).…”

Learning and retention of a daily activity schedule in a patient with alcoholic Korsakoff's syndrome

“…Second, research with memory-impaired subjects suggests that new learning is rigid and "hyperspecific", with little generalisation or transfer to other tasks (see Glisky, Schacter, & Tulving, 1986;Goldstein et al, 1985;McGlynn, 1990). Similarly, while patients may benefit from the use of memory aids and techniques, they usually fail to apply these methods on their own (Cermak, 1980;Schacter, Rich, & Stampp, 1985).…”