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Alzheimer memory training: Quizzes beat repetition, especially with more impairedDepartment of Speech and Hearing Sciences, University of Arizona, Tucson, Arizona. The present experiment was an attempt to replicate and discover the active agent in a memory/training intervention that had highly significant results with two early stage Alzheimer patients' and subsequently has been used successfully with a total of 12 additional patients.2 Two training methods were incorporated into one tape recorded intervention in an alternating treatments design: one method presented the information twice; the other presented the information once and immediately asked questions about it. Subjects were five mildly to severely impaired male Alzheimer patients and one man with an undiagnosed amnestic disorder. A shortened (quiz only) format was used with the severely impaired subject. To-be-learned information was randomly assigned to the two presentation formats. Taped sessions were presented three times daily for three days. Five of the six subjects learned much of the information presented (55 percent-86 percent) with both methods combined Retention of information learned at one and two week follow up ranged from 49 percent (one subject) to over 75 percent (three subjects). All four of the successful learners who used both methods learned more via quizzes than via repetition, with the lowest functioning subjects benefiting the most from the quizzes. At one week follow-up, the advantage of the quiz method was still substantial for the more impaired subjects, but had virtually disappeared or reversed itself for the high functioning subjects.
American Journal of Alzheimer's Disease and Other Dementias®, Vol. 12, No. 4,
147-158 (1997) |
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