Use Of Memory Strategies Research Articles

Creation and Validation of the MMQ-9: A Short Version of the Multifactorial Memory Questionnaire for Middle-Aged and Older Adults

ABSTRACT Objectives Memory concerns are common among older adults. The Multifactorial Memory Questionnaire (MMQ) is a well-validated participant-reported measure consisting of 57 items across three subscales assessing satisfaction with memory, self-perceived memory ability, and memory strategy use, respectively. Because short scales are often desired to accommodate clinical time constraints and reduce respondent burden, we created and evaluated 9-item versions of each subscale (MMQ-9). Methods In Study 1, we used an optimization strategy to identify subsets of items that maximized subscale reliability in a sample of 560 adults ages 50–90. In Study 2, we examined psychometric properties of the MMQ-9 in an independent sample of 638 adults ages 51–95. Results Internal consistency, test–retest reliability, and convergent and discriminant validity of each subscale met published criteria for good measurement properties. Confirmatory factor analysis validated the original factor structure. A hierarchical series of invariance models showed excellent fit, confirming robust measurement invariance across age, gender, and education. Conclusions The shortened MMQ-9 is a reliable, valid, and invariant measure of metamemory in middle-aged and older adults. Clinical Implications The MMQ-9 is a reasonable instrument of choice when brief yet psychometrically strong measures of participant-reported memory are required for clinical assessment of patients with memory concerns.

Use of self-referencing memory strategies change over time with acculturation

Although cross-cultural research identifies cognitive differences when comparing across individuals, few studies have examined how acculturation, or cultural change over time within individuals, affects cognition. To address this gap, we investigated how acculturation and change in self-construal for Chinese students in the US impacts the self-reference effect in memory over two timepoints. Participants completed a self-referencing memory task and a set of questionnaires assessing acculturation orientation and self-construal over two time points, on average 16 months apart. As individuals' orientation towards host culture and independence increased over the two time points, they exhibited a larger self-reference effect (self vs. other) in memory and a smaller other-reference (other vs. control) effect. These patterns indicated that as Chinese students became more acculturated to US culture, they exhibited more US-like patterns of behavior in memory. In contrast, between-participant variability in acculturation orientation and independence were not related to self- or other-referencing.

How do high-achieving students learn languages online?

The impact of language learning strategy use on achievement has been extensively researched in the traditional foreign language classroom. However, little is known about this topic in the context of online learning. In addition, previous research has focused primarily on English as a foreign or second language. This study fills these gaps by investigating the use of language learning strategies by students taking a beginner-level online course in a foreign language other than English at a Swedish university. The study examined the extent to which students used language learning strategies, whether age was related to the use of language learning strategies, and whether language learning strategy use increased the likelihood of foreign language achievement, operationalised as receiving the highest final course grade. Participants (n= 108), aged 19–76 years (M = 37.6), completed the Strategy Inventory for Language Learning (Oxford, 1990). Three main findings emerged from the study. First, the students used metacognitive strategies most frequently, which could be explained by the fact that the online format requires great learner autonomy. Second, age was negatively but weakly related to the use of memory and affective strategies. Third, the use of cognitive strategies significantly increased the likelihood of foreign language achievement almost tenfold. Thus, this category of strategies appeared to be a strong predictor of achievement among the study participants.

Memory strategies in autistic and older adults.

Memory strategies in autistic adults seem to mimic strategies at older age, as both younger autistic and older non-autistic individuals use fewer semantic features in visual memory tasks. Therefore, the current study aims to investigate whether early differences in memory strategies lead to altered age-related effects in autism, particularly whether initial difficulties in strategy use become advantageous at older age (i.e., "protective aging"). A total of 147 participants across four groups (autistic younger/older, non-autistic younger/older) completed an online assessment. This assessment included a recognition version of the Visual Patterns Test (VPT) to evaluate semantic strategy use in visual memory, the Just Noticeable Difference (JND) size task for assessing visual processing, and the Multifactorial Memory Questionnaire to evaluate subjective memory functioning and strategy use (MMQ). Unexpectedly, all groups benefited from semantic features on the VPT, although the older groups performed less accurately and slower than the younger groups. The JND Size task showed no group differences. Autistic adults rated their MMQ memory as worse than non-autistic adults, despite reporting greater strategy use. These results indicate that cognitive strategies might be more similar between younger/older and autistic/non-autistic people than previously expected, although notable discrepancies between objective and subjective measures were present. They also substantiate previously reported parallel (i.e., similar) age-related effects between autistic and non-autistic people.

Memory strategies focused on english vocabulary learning: A case study in a public high school in Loja City

The research " Memory Strategies Focused on English Vocabulary Learning: A Case Study in a Public High School in Loja City" aimed to determine the effectiveness of memory strategies focused on English vocabulary learning among students of a public high school in Loja City. This study examined how various memory strategies promote vocabulary acquisition and retention, as well as opportunities for students’ practice in real contexts. It also investigated the adaptability of memory strategies to individual student needs and their efficacy for learners with diverse language proficiency levels or specific learning requirements. This study involved implementing four memory strategies, such as creating mental linkages, applying images and sound, reviewing well, and employing action, within the classroom setting over 12 weeks. Data collection methods included pre and post-assessments, student surveys, and classroom observations. Preliminary findings suggest that the use of specific memory strategies positively influences vocabulary retention and fosters a deeper understanding of language concepts. Finally, this research showed that memory strategies motivated vocabulary learning improvement and provided insights into improving language learning experiences for high school students.

The Advanced BRain Imaging on ageing and Memory (ABRIM) data collection: Study design, data processing, and rationale.

To understand the neurocognitive mechanisms that underlie heterogeneity in cognitive ageing, recent scientific efforts have led to a growing public availability of imaging cohort data. The Advanced BRain Imaging on ageing and Memory (ABRIM) project aims to add to these existing datasets by taking an adult lifespan approach to provide a cross-sectional, normative database with a particular focus on connectivity, myelinization and iron content of the brain in concurrence with cognitive functioning, mechanisms of reserve, and sleep-wake rhythms. ABRIM freely shares MRI and behavioural data from 295 participants between 18-80 years, stratified by age decade and sex (median age 52, IQR 36-66, 53.20% females). The ABRIM MRI collection consists of both the raw and pre-processed structural and functional MRI data to facilitate data usage among both expert and non-expert users. The ABRIM behavioural collection includes measures of cognitive functioning (i.e., global cognition, processing speed, executive functions, and memory), proxy measures of cognitive reserve (e.g., educational attainment, verbal intelligence, and occupational complexity), and various self-reported questionnaires (e.g., on depressive symptoms, pain, and the use of memory strategies in daily life and during a memory task). In a sub-sample (n = 120), we recorded sleep-wake rhythms using an actigraphy device (Actiwatch 2, Philips Respironics) for a period of 7 consecutive days. Here, we provide an in-depth description of our study protocol, pre-processing pipelines, and data availability. ABRIM provides a cross-sectional database on healthy participants throughout the adult lifespan, including numerous parameters relevant to improve our understanding of cognitive ageing. Therefore, ABRIM enables researchers to model the advanced imaging parameters and cognitive topologies as a function of age, identify the normal range of values of such parameters, and to further investigate the diverse mechanisms of reserve and resilience.

A Correlation Study of Individual Differences Factors and Oral Chinese Learning Strategies: A Survey Based on Sri Lankan Learners

Individual differences of learners will affect foreign language learners’ use of learning strategies. This study focuses on Chinese learners in Sri Lanka, and analyzes the correlation between their age, gender, length of time and oral language learning strategies. The results showed that there was no significant difference in the use of learning strategies among learners of different genders; with the increase of age, the frequency of overall use of strategies showed a downward trend; the frequency of use of cognitive strategies, compensation strategies and affective strategies increased with learning length while increasing, the frequency of use of meta-cognitive strategies, memory strategies and social strategies decreased with the increase of learning length.

Learned Helplessness of Secondary-School Students Learning English During Covid-19 Distance Education: a Research Report

Objectives of the research: This article presents a diagnosis of the learned helplessness experienced by secondary-school students learning English remotely during the 2021 lockdown due to the COVID-19 pandemic. The objectives are to (1) show the level of learned helplessness of secondary-school students learning English, (2) investigate the relationship between foreign language learning strategies and the learned helplessness of secondary-school students, and (3) determine the relationship between the level of learned helplessness and the use of private tutoring by secondary-school students.
 Research methods: The study was conducted via a written diagnostic survey. It also employed the School Helplessness Scale by B. Ciżkowicz (2009) and the Strategy Inventory for Language Learning (SILL) by R. Oxford (1990).
 A short description of the context of the issue: The aim of the text is to answer the following research questions: What is the level of learned helplessness of secondary-school students? Is there a relationship between foreign language learning strategies and the learned helplessness of secondary-school students? Does the use of private tutoring differentiate the level of learned helplessness of secondary-school students?
 Research findings: The results demonstrate a significant negative correlation between learned helplessness and the use of memory, cognitive, metacognitive, affective, and social strategies. The average score of learned helplessness was 2.54, which indicates that the respondents usually felt the symptoms of it. An analysis of the results for the three deficits revealed that the motivational deficit made the greatest contribution to learned helplessness. The students who had hired a private tutor in English had a lower level of learned helplessness and cognitive deficit.
 Conclusions and/or recommendations: The research findings lead to several recommendations for educational practice in the context of foreign language learning: using new, effective pedagogical approaches to keep learners motivated—including elements of strategy training or social and emotional learning (SEL)—arranging remedial teaching, and promoting teachers’ professional development.

28 Variability in Remote, Self-Administered Assessment Performance Associated with Self-Reported Memory Perceptions Among Older Adults

Objective:Remote assessment for cognitive screening and monitoring in the elderly has many potential advantages, including improved convenience/access and ease of repeat testing. As remote testing becomes more feasible and common, it is important to examine what factors might influence performance and adherence with these new methods. Personal beliefs about one’s ability to remember effectively have been shown to impact memory performance, especially in older adults (Lineweaver & Hertzog, 1998). The perception of a low level of personal control over memory may impact a person’s use of memory strategies which might otherwise enhance performance, as well as their beliefs about the efficacy of those strategies (Lineweaver et al., 2021). The present study examined the relationship between perceived memory self-efficacy and performance and adherence on self-administered, smartphonebased remote cognitive assessments.Participants and Methods:Participants were 123 cognitively unimpaired adults (ages 55-80, 68.3% female, 87% White, M= 16.5 years of education) recruited from the Butler Hospital Alzheimer’s Prevention Registry as part of an ongoing study evaluating novel cognitive assessment methods. A cutoff of score of ≥34 on the modified Telephone Interview for Cognitive Status (TICSm) was required for enrollment. Perceived memory self-efficacy was assessed using two subscales of the Personal Beliefs about Memory Instrument (PBMI; Lineweaver et al., 1998): “prospective control”, the perception of control one currently has to influence future memory functioning, and “future control”, the perception of the amount of control over memory function one will have in the future. Participants completed three brief self-administered cognitive testing sessions per day for 8 consecutive days using a mobile app-based platform developed as part of the National Institute of Aging’s Mobile Toolbox initiative. Cognitive tasks assessed visual working memory (WM), processing speed (PS), and episodic memory (EM)(see Thompson et al., 2022).Results:Statistical analyses were conducted using univariate ANOVA tests to look for main effects of each PBMI subscale score on remote assessment adherence and average performance on each task over 8 days. After adjusting for aging, we found a higher rate of false alarms (proportion of misidentified stimuli) on the WM task was associated with higher levels of both self-reported prospective control (F(2, 86) = 4.188, p = .018) and future control (F(2, 96) = 5.003, p = .009). Increased response time on the PS task was also associated with higher levels of future control when adjusted for aging (F(2, 96) = 6.075, p = .003). There was no main effect of memory self-efficacy ratings on EM. We found no main effects of memory self-efficacy ratings on assessment adherence.Conclusions:These findings suggest perceptions of high prospective and future control are associated with positive response bias on a forced-choice WM task, and high perceptions of future control are also associated with slower response times on PS tasks. Future research should examine whether this is due to increased deliberation, cautiousness, or other factors. Limitations include the potentially limited generalizability of this largely White, highly educated, and motivated sample self-selected for AD research. Next steps for this research include comparing these results with the effects of perceived self-efficacy on in-person cognitive assessments.

2 Untangling Subjective and Objective Memory in Aging: The Effects of Strategy Use and Gender Differences on Associative Memory Performance

Objective:In normative aging, there is a decline in associative memory that appears to relate to self-reported everyday use of general memory strategies (Guerrero et al., 2021). Self-reported general strategy use is also strongly associated with self-reported memory abilities (Frankenmolen et al., 2017), which, in turn, are weakly associated with objective memory performance (Crumley et al., 2014). Associative memory abilities and strategy use appear to differ by gender, with women outperforming men and using more memory strategies (Hertzog et al., 2019). In this study, we examine how actual performance and self-reported use of specific strategies on an associative memory task relate to each other and to general, everyday strategy use, and whether these differ by gender.Participants and Methods:An international sample of older adults (N = 566, 53% female, aged 60-80) were administered a demographic questionnaire and online tasks, including 1. the Multifactorial Memory Questionnaire (MMQ) which measures self-reported memory ability, satisfaction, and everyday strategy use (Troyer & Rich, 2018); and 2. the Face-Name Task which measures associative memory (Troyer et al., 2011). Participants were also asked about specific strategies that were used to complete the Face-Name Task.Results:On the Face-Name Task, participants who reported using more strategies performed better (F(3, 562) = 6.51, p < 0.001, n2 = 0.03), with those who reported using three or four strategies performing best (p < .05). There was a significant difference in performance based on the type of strategy used (p(2, 563) = 11.36, p < 0.001, n2 = 0.04), with individuals who relied on a “past experiences/knowledge” strategy performing best (p < .01). Women (M = 0.79, SD = 0.19) outperformed men (M = 0.71, SD = 0.20), f(545) = -4.64, p < 0.001, d = -0.39. No gender differences were found in the number (X2(3, N = 564) = 2.06, p = 0.561) or type (x2(2, N = 564) = 5.49, p = 0.064) of strategies used on the Face-Name Task. Only participants who reported using no strategies on the Face-Name Task had lower scores on the MMQ everyday strategy use subscale (p < .05). A multiple-regression model was used to investigate the relative contributions of the number of strategies used on the Face-Name Task, MMQ everyday strategy subscale score, gender, age, education, and psychological distress to Face-Name Task performance. The only significant predictors in the model were gender (B = 0.08, t(555) = 4.55, p < 0.001) and use of two or more strategies (B = 0.07, f(555) = 2.82, p = 0.005).Conclusions:Reports of greater self-initiated strategy use, and use of a semantic strategy in particular, related to better performance on an associative memory test in older adults. Self-initiated, task-specific strategy use also related to everyday strategy use. The findings extend past work on gender differences to show that women outperform men on an associative memory task but that this is unlikely to be due to self-reported differences in strategy use. The results suggest that self-reported strategy use predicts actual associative memory performance and should be considered in clinical practice.

16 Superior Verbal Learning and Memory in Pediatric Brain Tumor Survivors Treated with Proton Versus Photon Radiotherapy

Objective:Radiotherapy for pediatric brain tumor has been associated with late cognitive effects. Compared to conventional photon radiotherapy (XRT), proton radiotherapy (PRT) delivers less radiation to healthy brain tissue. PRT has been associated with improved long term cognitive outcomes compared to XRT. However, there is limited research comparing the effects of XRT and PRT on verbal memory outcomes.Participants and Methods:Survivors of pediatric brain tumor treated with either XRT (n = 29) or PRT (n = 51) completed neuropsychological testing > 1 year following radiotherapy. XRT and PRT groups were similar with respect to sex, handedness, race, age at diagnosis, age at evaluation, tumor characteristics, and treatment history (i.e., craniospinal irradiation, craniotomy, shunting, chemotherapy, radiation dose). Verbal learning and memory were assessed using the age-appropriate version of the California Verbal Learning Test (CVLT-II/CVLT-C). Measures of intellectual functioning, executive functioning, attention and adaptive behavior were also collected. Performance on neuropsychological measures was compared between treatment groups (XRT vs. PRT) using analysis of covariance (ANCOVA). On the CVLT, each participant was classified as having an encoding deficit profile (i.e., impaired learning, recall, and recognition), retrieval deficit profile (i.e., impaired recall but intact recognition), intact profile, or other profile. Chi-squared tests of independence were used to compare the probability of each memory profile between treatment groups. Pearson correlation was used to examine associations between memory performance and strategy use, intellectual functioning, adaptive behavior, attention, and executive functioning.Results:Overall, patients receiving PRT demonstrated superior verbal learning (CVLT Trials 1-5; t(76) = 2.61, p = .011), recall (CVLT Long Delay Free; t(76) = 3.57, p = .001) and strategy use (CVLT Semantic Clustering; t(76) = 2.29, p = .025) compared to those treated with XRT. Intact performance was more likely in the PRT group than the XRT group (71% PRT, 38% XRT; X2 = 8.14, p = .004). Encoding and retrieval deficits were both more common in the XRT group, with encoding problems being most prevalent (Encoding Deficits: 31% XRT, 12% PRT, X2 = 4.51, p = .034; Retrieval Deficits: 17% XRT, 4% PRT, X2 = 4.11, p = .043). Across all participants, semantic clustering predicted better encoding (r = .28, p = .011) and retrieval (r = .26, p = .022). Better encoding predicted higher intellectual (r = .56, p < .001) and adaptive functioning (r = .30, p = .011), and fewer parent-reported concerns about day-today attention (r = -.36, p = .002), and cognitive regulation (r = -.35, p = .002).Conclusions:Results suggest that PRT is associated with superior verbal memory outcomes compared to XRT, which may be driven by encoding skills and use of learning strategies. Moreover, encoding ability predicted general intellectual ability and day-to-day functioning. Future work may help to clarify underlying neural mechanisms associated with verbal memory decline following radiotherapy, which will better inform treatment approaches for survivors of pediatric brain tumor.

Verbal memory and executive components of recall in adolescent binge drinkers.

Binge drinking (BD) is a common health-risk behavior among young people. Due to the incomplete maturation of the adolescent brain, BD can lead to structural and functional changes that impact neurocognitive processes, particularly executive functioning and verbal memory. This study aimed to investigate the influence of executive components, such as mnemonic strategies and error avoidance, on performance in a verbal memory test and the potential effects of BD on this performance. A sample of 160 college students (51.55% female) with a mean age of 18.12 ± 0.32 years completed assessments for alcohol use disorders using the Alcohol Use Disorder Identification Test (AUDIT), as well as psychopathological (Symptom Checklist-90-R) and neuropsychological evaluations (Verbal Learning Test Spain-Complutense and WMS-III Logical Memory). The Intensive Drinking Evaluation Instrument (IECI) was utilized to gather detailed information about binge drinking habits, including the calculation of the highest blood alcohol concentration (BAC) during an episode of intake. Correlation and clustering analyses revealed a negative association between BAC values and verbal memory performance, as well as the use of memory strategies. The high BAC group (BD) exhibited negative values in verbal memory variables, higher accuracy errors, and less efficient strategy usage, while the low BAC group (No BD) demonstrated better memory test performance, fewer precision errors, and superior use of memory strategies. These findings support the hypothesis that, when solving tests requiring verbal memory, adolescents reporting a BD consumption pattern show fewer executive skills in their resolution and, therefore, achieved poorer performance than non-binge drinkers. Addressing excessive alcohol consumption in young individuals is crucial for safeguarding their cognitive development and overall well-being.

Status of Memory Strategies Use among Medical English Students

High exchange of medical information worldwide requires students to improve their medical English language skills to compete globally. However, it is known that language skills cannot be used effectively without sufficient vocabulary knowledge. In medical English vocabulary learning, students often feel overwhelmed and lack motivation in learning this type of lexis. Research shows that the difficulty of medical English lies in vocabulary learning although the use of strategies can significantly improve the level of vocabulary memorization. In view of this, this study aimed to investigate medical English students’ use of memory strategies in vocabulary learning, using a questionnaire survey. A total of 500 medical undergraduates from Ningxia Medical University in China were selected as participants. The findings show that Chinese medical students apply memory strategies at an average level. The most frequently used memory strategy by Chinese medical English students is the repetition strategy, while the least frequently used is keyword strategy. Significant differences were found between male and female students’ use of spelling, chunking, repetition and use of word lists and association strategies. There are also significant differences in comprehensive use of strategies among students of different language proficiency levels. Thus, it is suggested that teachers invest more time in teaching memory strategies and students practice medical English vocabulary more frequently in a natural environment to improve their vocabulary levels and English proficiency.

Developing Students’ Capacity Against Examination Malpractice Behaviours Through Selected Psychosocial Strategies

Examination malpractice refers to all forms of cheating and illegal examination related offences that gives student unmerited grades, promotion or higher placement. Some causes of examination malpractice include those connected to institutional, societal and personal variables. As expected, several solutions have been suggested to curb it and those tested have shown some results. But yet, the strategies have not done much in addressing the personal variables, particularly those that should target changing the cognitive and affective antisocial orientation and build their capabilities on ethics and study. These are expected to help students desist from examination malpractice behaviors. One researcher noted that it is almost a routine for students to cheat. The present researcher perceive that the right intervention has not been used to curb examination malpractice among students across all level of the education, which may be the reason it still persists. In fact, examination malpractice is equally evolving in sophistication and assuming innovative dimensions, so this intervention is apt. Suffice to emphasize that examination malpractice in the education system if not curbed continues to undermine the achievement of quality education and production of quality graduates. The consequences of it among middle and high skilled work force has caused the society so much disappointment and loss. Losses incurred in retraining programs to enhance work adjustment of employees, inability to perform as a graduate when called up to, to mention some. Therefore, intervention in student’s classroom learning is needed such as lessons on how to process information and to make use of memory strategies in studying. This is with the view to besides achieving good academic performance, but to help more of them to be self-reliant, productive and employable in this 21st century economy and beyond. The paper concludes that unlearning examination malpractice behavior among students is achievable. Adoption of these intervention strategies can increase students’ confidence, self-esteem and self-efficacy. Overall quality education would be engendered. Suggestions such as instructors should be more creative in teaching and students should imbibe good study habits were made.

Memory Strategies Used by Mathematics Students at Dayanu Ikhsanuddin University

Mathematics students used memory strategies. The objective of the research was to find out the use of memory strategies by mathematics students. This research used descriptive qualitative method. The sample of this research was 10 mathematics students in the academic year 2022-2023. The findings showed the learners had different approaches to applying associating and elaborating strategy. It depended on their learning goals and preferred learning styles. Learning from social media and movies was used to increase vocabularies, and learning from music was used to pronounce English correctly. The learners used a mental picture by remembering the situation on social media such as Facebook, Instagram, movies, songs, or situations when playing a game

Use of smartphones and tablets after acquired brain injury to support cognition

Objectives To describe the use of mobile devices after acquired brain injury (ABI), from the perspectives of injured individuals and significant others, and to examine factors associated with mobile device use for cognition. Methods Cross-sectional study with 50 adults with moderate/severe traumatic brain injury or stroke (42% women; mean of 50.7 years old, 4.6 years post-ABI), and 24 significant others. Participants completed questionnaires on mobile technology, cognitive functioning and the impact of technology. Results Of 45/50 adults with ABI who owned a smartphone/tablet, 31% reported difficulties in using their device post-injury, 44% had received support, and 46% were interested in further training. Significant others reported motor/visual impairments and the fear of becoming dependent on technology as barriers for mobile device use, and 65% mentioned that their injured relative needed additional support. Mobile device use for cognition was common (64%), predicted in a regression model by lower subjective memory and more positive perception of the psychosocial impacts of technology, and also associated in univariate analyses with younger age, lower executive functioning, and greater use of memory strategies. Conclusion Using mobile devices for cognition is common post-ABI but remains challenging for a significant proportion. Developing training approaches may help supporting technology use. IMPLICATIONS FOR REHABILITATION Using mobile electronic devices (smartphones and tablets) is common after acquired brain injury (ABI) but is challenging for a significant proportion of individuals. After the ABI, close to 50% of individuals receive support in using their mobile device, mostly from family members and friends, but rarely from rehabilitation clinicians or technology specialists. In a sample of 50 adults with ABI, more frequent use of mobile devices to support cognition was associated with poorer subjective memory and executive functioning, greater use of memory strategies, more positive perception of the psychosocial impacts of technology, and younger age.

Exploring The Effect of Memory Strategies On Students’ Grammar Skills: Indonesian Learner Context

One of the major problems faced by Indonesian young learners when learning English grammar is being difficult to memorize sentence pattern with present tense. Grouping with vertical and horizontal lines were believed as an effective memory strategy to memorize the sentence pattern. Therefore, this study targeted to explore whether or not the use of memory strategy was applicable for students when constructing sentences. The research used quasi-experimental design. Each of the classes consisted of 10 participants chosen through total purposive sampling technique. Statistical technique using SPSS program was applied to confirm the hypotheisis. Based on the test of normality, it was found that the probability value of 0.134 is greater than the significance level of 0.05. This indicated that the data were in a normal distribution. Therefore, test of significance was done through parametric test and it showed that the significance value of 0.025 was equal to the probability level of 0.025, which means that there is no significant difference between experimental and control groups’ ability. In conclusion, the use of vertical and horizontal lines were not more effective in improving the students’ grammar skills than the conventional strategy. However, the strategy can be further developed and applied in teaching students with intermediate level.

Speaking Skill: in Comparison between Extrovert and Introvert Learners

This paper aims to find out the whether introvert students and extrovert students had significant different result in speaking skill, to find out whether the use of memory strategies and social strategies gave significant different result in speaking skill, to investigate whether there was a significant interaction between learning style differences and the use of learning strategies in speaking skill at second semester of computerized program of LP3I Polytechnic Bekasi.. Forty-four students (40) were randomly chosen to get the data of whose styles were extreme introvert and extreme extrovert. Inferential analysis was done by using a two-way ANOVA for hypotheses testing. The research findings showed that there was significant different effect of speaking test between extroverts and introvert. Extroverts performed better in speaking skill. The other finding was that there was not a significant different between using social strategies and memory strategies. As a result of insignificant of using learning strategies in improving speaking skill, it was also found that there was not a significant interaction between language learning style and language learning strategies toward students’ speaking skill.

Feasibility, Acceptability, and Impact of a self-guided e-learning Memory and Brain Health Promotion Program for Healthy Older Adults

ABSTRACT Objectives To examine the feasibility (e.g., completion rate), acceptability (e.g., satisfaction), and participant-reported impact (e.g., memory concerns, behavior change, goal attainment) of a self-guided, e-learning adaptation of a validated, facilitator-guided, in-person memory intervention for older adults. Methods Participants were 139 healthy older adults (mean age: 73 ± 7, 73% women). Participation tracking and pre/post questionnaires embedded within the e-learning program were used to assess feasibility, acceptability, and impact. Results Sixty-eight percent of participants completed the program. Anonymous feedback data indicated a high level of satisfaction with the program, the pace and clarity of the learning modules, and the user interface. Suggested improvements included offering more interaction with others and addressing minor platform glitches. There was a 41% decrease in the prevalence of concern about memory changes from baseline to posttest. The majority of participants reported an increase in use of memory strategies and uptake of health-promoting lifestyle behaviors. All participants reported moderate-to-high satisfaction with personal goal attainment. Conclusions The program demonstrated good feasibility, acceptability, and lead to reduction in age-related memory concerns. Clinical Implications Self-guided, e-learning programming shows promise for fostering positive adaptation to age-related memory changes and improving the uptake of evidence-based strategies to promote brain health among older adults.

Same Goals, but Different Outcomes: Present-Focused versus Future-Focused Memory Beliefs Differentially Predict Young and Older Adults’ Everyday Use of Memory Strategies

ABSTRACT Objective We investigated whether beliefs about the current versus future effectiveness of memory strategies predict young and older adults’ everyday strategy use. Method 103 young and 91 older adults reported their memory goals, beliefs about the current and future effectiveness of various strategies, and frequency of use of each strategy type. Results The two age groups equally valued current and future memory. Young adults’ strategy selection related only to their beliefs about the strategies’ current effectiveness; older adults utilized approaches they perceived as effective for improving both future and current memory. Implications Findings highlight the importance of the temporal nature of memory strategy beliefs.