Use Of Memory Strategies Research Articles

Neural Evidence for Different Types of Position Coding Strategies in Spatial Working Memory.

Sustained neural activity during the delay phase of spatial working memory tasks is compelling evidence for the neural correlate of active storage and maintenance of spatial information, however, it does not provide insight into specific mechanisms of spatial coding. This activity may reflect a range of processes, such as maintenance of a stimulus position or a prepared motor response plan. The aim of our study was to examine neural evidence for the use of different coding strategies, depending on the characteristics and demands of a spatial working memory task. Thirty-one (20 women, 23 ± 5 years) and 44 (23 women, 21 ± 2 years) participants performed a spatial working memory task while we measured their brain activity using fMRI in two separate experiments. Participants were asked to remember the position of a briefly presented target stimulus and, after a delay period, to use a joystick to indicate either the position of the remembered target or an indicated non-matching location. The task was designed so that the predictability of the response could be manipulated independently of task difficulty and memory retrieval process. We were particularly interested in contrasting conditions in which participants (i) could use prospective coding of the motor response or (ii) had to rely on retrospective sensory information. Prospective motor coding was associated with activity in somatomotor, premotor, and motor cortices and increased integration of brain activity with and within the somatomotor network. In contrast, retrospective sensory coding was associated with increased activity in parietal regions and increased functional connectivity with and within secondary visual and dorsal attentional networks. The observed differences in activation levels, dynamics of differences over trial duration, and integration of information within and between brain networks provide compelling evidence for the use of complementary spatial working memory strategies optimized to meet task demands.

Brief Strategy Training in Aging: Near Transfer Effects and Mediation of Gains by Improved Self-Regulation.

A common approach to cognitive intervention for adults is memory strategy training, but limited work of this type has examined intervention effects in relation to self-regulation (e.g., strategy usage, memory beliefs) and few have established near transfer (training-related performance gain on untrained tasks related to the target task). The present research, Everyday Memory Clinic—Revised (EMC-R), examined whether relatively brief face-name association training, offering elements focused on self-regulation, can improve name recall, enhance memory self-regulation, and lead to near transfer. Participants were 122 healthy, well-educated middle-aged and older adults (51–90 years old) randomly assigned to a strategy training program (SO), a comparable program with a theoretical self-regulatory boost (SB), or a waitlist control group. Compared to the waitlist group, both groups of trainees demonstrated higher pretest-posttest improvements in name recall (target task), memory self-efficacy, and effective strategy use, as well as the near transfer of gains to nontrained associative tasks, a rare finding in strategy training research. Furthermore, changes in memory self-efficacy and strategy use fully mediated the effect of training on name recall. This innovative approach for brief memory intervention offers a model for successful training that can be easily disseminated via community centers and lifelong learning programs.

Digital Compensatory Cognitive Training for Older Adults with Memory Complaints

ABSTRACT Many older people experience everyday memory complaints which can be a precursor condition to mild cognitive impairment and dementia. Research has consistently shown that compensatory cognitive training (CCT) benefits cognition in older adults. Providing CCT in a computerized format makes it more accessible and reduces its costs. We studied a newly developed digital CCT for older adults with everyday memory complaints that is multi-factorial and based on empirically supported techniques to improve memory. 55 older adults with self-reported everyday memory complaints participated in a study with outcomes assessed at baseline and post-intervention. We found that participants in the experimental condition improved significantly on the main objective outcome measure assessing associative memory compared to participants in a waitlist control condition. Specifically, after correcting for learning effects, 28% of participants in the experimental condition showed a reliable improvement. No effects were found on other objective outcome measures, most notably those assessing transfer to novel tasks. Participants in the experimental condition scored higher on measures of memory satisfaction, use of internal memory strategies, and quality of life. These findings contribute to existing knowledge on CCT by providing partial evidence for the efficacy of a digital CCT for older adults with everyday memory complaints. We recommend the use of digital CCT for older adults who experience memory complaints in their everyday life, but who do not qualify for medical treatment. Particular attention needs to be given to enhancing transfer of the learned strategies to everyday life.

Systematic Review of Correlates of Internal and External Memory Strategy Use in Older Adults.

Memory strategies promote independence during aging. We systematically reviewed literature on correlates and predictors of internal and external memory strategy use for older adults. Of 212 articles identified, 29 met inclusion criteria. Overall, increasing age was associated with decreasing internal but increasing external memory strategy use. Females reported more external memory strategy use, though findings were mixed regarding internal memory strategies. Clinical status appeared to alter the relationship between cognition and internal and external memory strategy use. There were mixed results regarding the relationship between memory strategy use and education, psychological functioning, and health variables. In addition to identifying areas for future research, we provide recommendations to develop primary prevention strategies for intervention and promote successful aging.

Feasibility, Acceptability, and Impact of a Self-guided e-Learning Memory Program for Older Adults

Clinician-led memory interventions have been shown to increase knowledge, reduce anxiety, promote memory-strategy use, and increase brain-healthy lifestyle behaviours in older adults with normal age-related memory changes. A self-guided, e-learning version of the Baycrest Memory and Aging Program® was recently developed to increase accessibility to memory interventions. The objectives of the current study were to assess program feasibility (retention rate), acceptability (satisfaction), and participant-reported impact (memory concerns, behaviour change, goal attainment). As part of a larger study, participants were 139 healthy older adults (mean age: 73±7, 73% female). Ninety-two individuals completed the program (retention rate=66%). Anonymous feedback data indicated a high level of satisfaction with the program overall (98%), the pace and clarity of the learning modules (100%), and the organization and navigation of the interface (92%). Suggested improvements included offering more interaction with others and addressing minor platform glitches. There was a decrease in the level of concern about memory change, with 64% expressing concern at a level consistent with the Jessen et al. (2014) criteria for Subjective Cognitive Decline at baseline, and 23% expressing the same at post-test. The majority of participants reported increases in using memory-strategies (63-97%) and lifestyle-promoting behaviours (40-72%). All participants reported moderate to high satisfaction with personal goal attainment. Results support feasibility, acceptability, and impact of a self-guided e-learning adaptation of memory intervention. E-learning tools may be a promising avenue to deliver accessible brain health promotion in later life, especially in the context of the shift to virtual care during and beyond COVID-19.

Effect of self-reported internal memory strategy use on age-related episodic and working memory decline: Contribution of control processes.

We explored whether control processes could account for age-related differences in internal strategy use, which in turn would contribute to episodic and working memory decline in aging. Young and older adults completed the internal strategy subscale of the Metamemory in Adulthood (MIA) questionnaire, a free-recall task (FRT), a reading span task (RST), and 3 executive control tasks (the Wisconsin Card Sorting Test, the Initial Letter Fluency Test, and the Digit Symbol Substitution Test) allowing us to calculate a composite index of control processes. Results indicated that both self-reported internal strategy use and control processes index accounted for a significant proportion of the age-related variance in the FRT and the RST. However, once the control processes index was controlled for, variance in both the FRT and RST explained by internal strategy use were significantly reduced. Additionally, age-related variance in internal strategy use was mediated by the control processes index. These results suggest a cascade model in which individual control level would mediate age-related differences in internal strategy use, which in turn would mediate age-related differences in episodic and working memory performance. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Development and validation of a metamemory maturity questionnaire in the context of English as a foreign language

To determine the inherent components of language learners’ capacity for metamemory maturity, the researchers drafted a metamemory maturity (MMM) questionnaire based on Hultsch et al.’s (Memory self-knowledge and self-efficacy in the aged, Springer-Verlag 65–92, 1988) model. The volunteer participants were a heterogeneous sample of 356 male and female English as a Foreign Language (EFL) teachers and student teachers with various age ranges, teaching experiences, and educational backgrounds. Through a series of factor analytic procedures and structural equation modeling, the final draft of the questionnaire with 30 binary Likert-scale items was validated. Statistics confirmed acceptable measures of internal consistency as well as convergent and discriminant validity. The newly designed MMM questionnaire consisted of three main components of memory strategy use (12 items), memory attentiveness (6 items), memory factual awareness (6 items), and a moderator component of confidence and affect (6 items). The researchers highlight the implications of this questionnaire to provide the teachers with an instrument to analyze the needs of EFL learners for metamemory enhancement strategies.

What Supports the Development of Children’s Prospective Memory? Examining the Relation between Children’s Prospective Memory, Memory Strategy Use, and Parent Scaffolding

ABSTRACT Remembering to carry out intended actions in the future, known as prospective memory (PM), is an important cognitive ability. In daily life, individuals remember to perform future tasks that might rely on effortful processes (monitoring) but also habitual tasks that might rely on more automatic processes. The development of PM across childhood in laboratory contexts is well understood, but little is known about the social context in which children develop their PM skills in everyday life. In the current study, three hundred and one parents reported on their 3-to 11-year-old child’s PM, child’s strategy use, and on their own scaffolding of their child’s PM using the Children’s Everyday Memory Questionnaire (CEMQ; adapted from the Prospective Memory Questionnaire). Preliminary analyses showed that the PM items on the CEMQ were reliable and composed of two components (a PM and a PM strategy use subscale). Our results showed that children’s PM and use of memory strategies, as reported by their parents, increased with age. Further, more frequent parent scaffolding was related to better PM in children. These relations were also explored separately for older and younger children. Notably, parents of younger, 3-to 6-year-olds reported scaffolding them more frequently with age, while parents of older, 7-to 11-year-olds reported scaffolding them less frequently with age. Open-ended responses revealed that parents used verbal reminders and children used external aids most frequently. Overall, parent scaffolding appears to impact children’s PM, but future research is needed to identify the causal direction of these relations.

A study on English learning strategies of university students in Hong Kong

ABSTRACT This study attempted to analyze learning strategies used by Hong Kong university students for learning English. Results indicate that Cantonese native speakers mostly used cognitive strategies when learning English, while memory strategies were the least used. Besides, the use of memory strategies among males varied significantly, and little difference was observed in the use of metacognitive strategies by females. The use of cognitive strategies was significantly associated with grade level, with fourth-year students using cognitive strategies more often than fifth-year students. Finally, on correlating the daily study time with cognitive strategies, it was observed that students who studied more than 0.5 hours a day used cognitive strategies more frequently than those who studied less than 0.5 hours a day. This study not only provides new evidence that grade level and study time affect the use of English learning strategies in Hong Kong, but also yields some important pedagogical implications.

An investigation of the language learning strategies used by Brazilian students learning Chinese as a foreign language

This study aimed to examine the strategy use of Brazilian students learning Chinese as a foreign language (CFL) and the factors that might affect the variations in strategy use. The Strategy Inventory for Language Learning was employed as the research instrument, and altogether 120 students in a Confucius Institute in Brazil participated in the questionnaire survey. Statistical analyses of the data revealed that metacognitive and social strategies were the most frequently employed strategies by the participants. No significant differences were observed in the use of either overall or individual strategies by gender, age, or education level. Chinese proficiency level was found to impose main effects on the learners' overall strategy use as well as on the use of memory and cognitive strategies. This study has pedagogical implications for CFL teachers, as findings related to the learners’ strategy use and the influencing factors can help CFL teachers tailor their instructions to the learner groups.

Perception of memory in university students of Venezuela during COVID-19

University students need memory to manage the learning processes based on metacognition and in this way they can respond to future demands as professionals. was structured with a quantitative approach, comparative type, non-experimental cross-sectional design, the sample consisted of 237 responses from students. the age was 26.45 ± 8.96 years, 66% female and 34% male, students older than 27 years had a higher average in the use of memory strategies (p = 0.003); a longer semester was obtained, the average perception of the strategy increased (p = 0.027). When using ICT, the perception of satisfaction (p = 0.014), competence (p <0.001), strategy (p = 0.004) and general memory (p = 0.001) decrease. the subjects showed a perception of memory approximately the same according to sex, it was found that, at an older age, there was a better perception of the strategy and in terms of regions of origin, the students of the University of Los Andes reported an average of satisfaction lower than that of students from other study houses, and a higher average in relation to the perception of competence. Regarding the use of ICT and the perception of memory, it shows that students who do not use mobile devices before going to sleep have a more satisfactory perception of their general memory, as well as their perception of competence and strategy.

Vocabulary Learning Strategies of Turkish EFL Learners: A Focus on Gender

This study aimed to (a) identify vocabulary learning strategies (VLSs) employed by Turkish EFL learners; (b) determine whether the use of VLSs varies by gender. To achieve these aims, the vocabulary learning strategies scale developed by Kocaman and Kizilkaya Cumaoglu (2014) was administered to preparatory school students (n=209) at a state university in Turkey. Descriptive statistics (means, standard deviations) and an independent-samples t-test were used for statistical analyses. The results revealed that the frequency of VLS use was at a medium level. In addition, analysis of the sub-dimensions of the scale showed that memory, cognitive, compensation, and social strategies were used at a medium frequency level, while metacognitive and affective strategies were used at a high frequency. When VLS use was analyzed with respect to gender, a significant difference was seen between males and females, with female students having a higher total mean score than male students. Also, female students reported more use of memory, cognitive, compensation, metacognitive, and affective strategies; however, no statistically significant gender difference was found regarding the frequency of the use of social strategies.

The Relationship Between Personality Traits and Vocabulary Learning Strategies

This study examined the possible relationship between Iranian female intermediate EFL learners' personality traits and their vocabulary learning strategies. The participants in this study comprised of 90 female intermediate English language learners. To ensure the homogeneity of the group, all the participants were made to appear in the Oxford Solution Placement Test. Vocabulary Learning Strategies and Eysenck Personality questionnaires were administered to the participants. The results showed that there was no statistically significant relationship between Iranian intermediate EFL learners' personality type and their use of vocabulary learning strategies. However, it appeared that introverts tended to have higher use of memory, cognitive, and metacognitive strategies while extroverts were found to achieve higher mean scores on determination and social strategies. The highest degree of the relationship was found between social strategy and personality types. In contrast, lowest correlation was found between metacognitive strategy and personality types.

Strategy Use Mediates the Relation between Openness to Experience and Episodic Memory in Younger and Older Adults.

Two studies were conducted. In each of them, younger and older adults were administered a retrospective memory task (29 younger and 27 older in Study 1, 43 adults of all ages in Study 2). They were asked to report the strategies they used during the task, and to complete an Openness to Experience scale. Consistent with previous reports, higher scores of Openness to experience and greater use of efficient memory strategies were associated with higher levels of memory performance. In addition, individual differences in memory strategy use mostly mediated the relation between Openness and memory performance. Results did not support a mediation model moderated by age. That is, the role of memory strategy use in the relation between Openness and memory was the same in younger and older adults. Higher levels of Openness are associated with better memory performance, mostly because people with higher levels of Openness use more efficient memory strategies.

Initiation and maintenance of behaviour change to support memory and brain health in older adults: A randomized controlled trial

ABSTRACT The implementation of healthy lifestyle and memory behaviours has the potential to mitigate the impact of age-related memory changes on the lives of older adults. The objective of this study was to examine whether a 10–hour multi-component memory intervention improves the initiation and maintenance of targeted, adaptive behaviour changes. Sixty-seven cognitively-normal, community-dwelling older adults, age 50–91 (72% female) participated in a randomized controlled trial with outcomes assessed at baseline, post-intervention, and six-week follow-up. Participants were allocated to a five-week, in-person, facilitator-led group intervention (n = 34) versus treatment as usual (n = 33). The intervention was associated with significant changes in participant-reported primary outcomes, including increased initiation and maintenance of health-promoting lifestyle behaviours (personal health responsibility, stress management, physical activity, and nutrition) and use of evidence-based behavioural memory strategies in everyday situations. Individualized goals were attained in both the intervention and control conditions. Secondary outcomes replicated prior findings (increased knowledge and improved memory-related confidence, affect, and self-rated ability), but were null with respect to benefits on general health and well-being. Group interventions that target positive adaptation to age-related cognitive decline via behaviour change are a promising avenue to enhance the health and wellness of our aging population. Trial registration ClinicalTrials.gov identifier: NCT02087137.

Prospective memory and spontaneous compensatory mnemonic strategy use in the laboratory and daily life in HIV-associated neurocognitive disorders

ABSTRACT Introduction Older adults with HIV-associated neurocognitive disorders (HAND) are at high risk for deficits in the resource-demanding, strategic aspects of prospective memory (PM) that can adversely affect health outcomes. This study examined the frequency and correlates of spontaneous compensatory strategy use during a laboratory-based PM task and its associations with the use of mnemonic strategies in daily life. Method Participants included 53 older adults with HAND, 89 older persons with HIV without HAND, and 62 seronegatives who completed the Cambridge Prospective Memory Test (CAMPROMPT), on which the type, frequency, and quality of their compensatory strategy use was quantified. Participants also completed self-report measures of PM symptoms and the frequency of mnemonic compensatory strategy use in daily life. Result There were no significant group-level effects on strategy use during the CAMPROMPT. Persons with HAND had moderately lower time-, but not event-based PM scores. Higher compensatory strategy use was strongly associated with better PM, particularly for time-based cues. Moreover, higher compensatory strategy use on the CAMPROMPT was associated with more frequent general mnemonic strategy use in daily life, and specifically with more frequent use of internal PM strategies (e.g., visualization) for medication adherence. Conclusion Spontaneous compensatory mnemonic strategy use can support PM performance among older adults with HAND in the laboratory. Strategy use in the laboratory may be a marker for the extent to which older adults with HAND use other compensatory strategies to support memory in their daily life. Future studies may examine whether compensatory mnemonic strategies can be taught and used to support PM in the daily lives of older persons with HIV disease.

A-019 Predictors of Memory Strategy Use in Healthy Older Adults

Abstract Objectives Older adults often use memory strategies to assist with age-associated memory changes, and interventions targeting successful memory strategy use may promote independence. However, individuals vary in their use of memory strategies. We investigated individual difference factors involved in memory strategy use in older adults. Method As part of a larger study on stress and aging, 123 healthy community-dwelling adults over the age of 50 completed various assessments. The present analyses included 91 participants (54% female, mean age 60.80, SD = 8.75) who had completed all measures of interest. Reported external and internal memory strategy use and anxiety about memory ability were measured by the Metamemory in Adulthood (MIA) questionnaire. Psychological variables were measured by the Geriatric Depression Scale, Perceived Stress Scale, and MIA. Memory and working memory performance were assessed using the RBANS, Auditory-Verbal Learning Test, and Auditory Consonant Trigrams. Results Within the context of our model, we found that education (p = .036) and anxiety about memory performance (p = .010) predicted internal memory strategy use, while gender (p = .011), education (p &amp;lt; .001), and anxiety about memory ability (p = .011) predicted external memory strategy use. None of the other variables were related to memory strategy use. Conclusions Though cross-sectional in nature, our results have implications for understanding successful memory strategy use. Regarding demographics, female gender and higher education predicted external memory strategy use, while only education predicted internal memory strategy use. Also, anxiety about memory performance predicted the use of internal and external memory strategies rather than objective memory performance.

English Language Learning Strategies Adopted by Bachelor Level Students (A Case Study of Nepal)

This research paper is an attempt to find out the difficulties faced by the students of bachelor level in Nepal in learning English language at class. In order to achieve these objectives, two research tools – questionnaire for students and class observation form were prepared. Two colleges of Banke district, Nepalgunj were selected for the collection of data. Twenty-five students were selected from each college. Questionnaires were distributed to the selected students and also classes were observed focusing on the strategies and difficulties of language learning. A very divergent situation was found in the strategies of language learning. It was varied from students to students. It was found out that the maximum use of memory strategy; they were using other strategies too. It was found that students were facing with different problems in language learning.

Memory Strategy Training Can Enhance Psychoeducation Outcomes for Dementia Family Caregivers: A Randomized Controlled Trial.

This study investigated caregiver outcomes when a psychoeducation program for older people with dementia and caregivers is modified to extend practice in memory strategies. Moderation effects of increased memory strategy use were also explored. Fifty-six care dyads participated in the multicenter, randomized controlled trial comparing psychoeducation (active control) with psychoeducation and memory strategy practice (intervention). Primary outcome was memory strategy use; secondary outcome was caregiver emotional reactivity (burden, depression, and anxiety). Results showed memory strategy use significantly increased following psychoeducation for both groups. However, psychoeducation combined with memory strategy practice resulted in a significant reduction in depression for caregivers reporting at least mild baseline symptoms. Greater use of memory strategies moderated the relationship between burden and depression following intervention. Psychoeducation programs that incorporate practical memory strategy training may offer more substantial outcomes.

An Exploratory Study into Vocabulary Learning Strategies Used by Saudi EFL learners

One of the utmost difficult aspects of language learning is vocabulary. Vocabulary learning has been of prime importance for over two decades. A wide vocabulary is essential for effective and useful communication. Therefore, understanding the strategies that language learners use to learn vocabulary is a matter of great importance. This study was carried out on a group of 219 Saudi learners of English so as to determine two things: first, what their uttermost preferable vocabulary learning strategies are, and second, whether there is a statistically significant disparity in the use of these vocabulary strategies due to gender. To these ends, a vocabulary learning strategies questionnaire devised by Schmitt (1997) and revised by Omaar (2016) that consisted of 42 items was utilised. The data from this questionnaire were analyzed with descriptive statistics, including standard deviations and means. Statistical analysis of the data collected showed high reliability (r-0.97, P<0.001). The findings pointed out that memory strategies were reported as most preferable by the subjects of study, subsequently determination, social, and metacognitive strategies. Cognitive strategies were reported to be the least preferable. The only statistically significant disparity due to gender was in the use of memory strategies, where P < 0.05; no other statistically significant disparities were found based on gender in the other types of strategies. Based on these findings, a list of pedagogical implications was suggested and several recommendations for further research were put forward.