Hostname: page-component-76fb5796d-qxdb6 Total loading time: 0 Render date: 2024-04-27T03:28:12.947Z Has data issue: false hasContentIssue false
  • English
  • Français

Learning of name–face associations in memory impaired patients: A comparison of different training procedures

Published online by Cambridge University Press:  26 February 2009

Angelika I. T. Thoene  and
Elizabeth L. Glisky
Angelika I. T. Thoene
Affiliation:
Physiological Psychology, University of Bielefeld, D-33501 Bielefeld, Germany
Elizabeth L. Glisky
Affiliation:
Amnesia and Cognition Unit, University of Arizona, Tueson, AZ 85721
Get access Rights & Permissions [Opens in a new window]

Abstract

The purpose of this study was to compare a mnemonic strategy based on concept-driven processing and explicit memory (i.e., verbal elaboration and imagery) to one based on data-driven processing and implicit memory (the method of vanishing cues) in a names and faces learning task. A third training condition that used video presentation was also included. Six American and six German patients with memory impairment attributable to brain injuries of different etiologies attempted to learn the associations between names and faces in each of the three conditions. The mnemonic strategy proved to be the most effective. Discussion focuses on the characteristics of the training procedures and on the nature of the to-be-learned materials as critical determinants of the effectiveness of different training techniques. (JINS, 1995, 1, 29–38.)

Keywords

AmnesiaName-face learningMnemonic strategyMemory trainingCognitive rehabilitationMethod of vanishing cuesVideo
Type
Research Articles
Information
Journal of the International Neuropsychological Society , Volume 1 , Issue 1 , January 1995 , pp. 29 - 38
Copyright
Copyright © The International Neuropsychological Society 1995

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Baddeley, A.D. (1992a). Implicit memory and errorléss learning: A link between cognitive theory and neuropsychological rehabilitation. In Squire, L.R. & Butters, N. (Eds.), Neuropsychology of memory (2nd ed., pp. 309–321). New York: Guilford.Google Scholar
Baddeley, A.D. (1992b). Memory theory and memory therapy. In Wilson, B.A. & Moffat, N. (Eds.), Clinical management of memory problems (2nd ed., pp. 1–31). London: Chapman & Hall.Google Scholar
Baddeley, A.D. (1993). A theory of rehabilitation without a model of learning is a vehicle without an engine: A comment on Caramazza and Hillis. Neuropsychological Rehabilitation, 3, 235–244.Google Scholar
Baddeley, A.D. & Wilson, B.A. (1994). When implicit learning fails: Amnesia and the problem of error elimination. Neuropsychologia, 32, 53–68.Google Scholar
Benedict, R.H. & Wechsler, F. (1992). Evaluation of memory retraining in head-injured adults: Two single-case experimental designs. Journal of Head Trauma Rehabilitation, 7, 84–93.CrossRefGoogle Scholar
Bowers, J. & Schacter, D.L. (1993). Priming of novel information in amnesic patients: Issues and data. In Graf, P. & Masson, M.E.J. (Eds.), Implicit memory: New directions in cognition, development, and neuropsychology (pp. 303–326). Hillsdale, NJ: Erlbaum.Google Scholar
Bruce, V. & Young, A. (1986). Understanding face recognition. British Journal of Psychiatry, 77, 305–327.Google ScholarPubMed
Cohen, G. (1990). Why is it difficult to put names to faces? British Journal of Psychiatry, 81, 287–297.Google Scholar
Craik, F.I.M. & Lockhart, R.S. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behavior, 11, 671–684.CrossRefGoogle Scholar
Gabrieli, J.D.E. (1995). A systematic view of human memory processes. Journal of the International Neurological Society, 1, 115–118.Google Scholar
Glisky, E.L. & Schacter, D.L. (1987). Acquisition of domain-specific knowledge in organic amnesia: Training for computer-related work. Neuropsychologia, 25, 893–906.CrossRefGoogle Scholar
Glisky, E.L. & Schacter, D.L. (1988). Acquisition of domain-specific knowledge in patients with organic memory disorders. Journal of Learning Disabilities, 21, 333–339.CrossRefGoogle ScholarPubMed
Glisky, E.L. & Schacter, D.L. (1989a). Extending the limits of complex-learning in organic amnesia: Computer training in a vocational domain. Neuropsychologia, 27, 107–120.CrossRefGoogle Scholar
Glisky, E.L. & Schacter, D.L. (1989b). Models and methods of memory rehabilitation. In Boller, F. & Grafman, J. (Eds.), Handbook of neuropsychology (Vol. 3, pp. 233–246). Amsterdam: Elsevier.Google Scholar
Glisky, E.L., Schacter, D.L., & Tulving, E. (1986a). Computer learning by memory-impaired patients: Acquisition and retention of complex knowledge. Neuropsychologia, 24, 313–328.CrossRefGoogle ScholarPubMed
Glisky, E.L., Schacter, D.L., & Tulving, E. (1986b). Learning and retention of computer related vocabulary in memory-impaired patients: Method of vanishing cues. Journal of Clinical and Experimental Neuropsychology, 8, 292–312.Google Scholar
Goldstein, G. & McCue, M. (1988). An efficacy study of memory training for patients with closed-head injury. Clinical Neuropsychologist, 2, 251–259.CrossRefGoogle Scholar
Graf, P. & Schacter, D.L. (1985). Implicit and explicit memory for new associations in normal and amnesic patients. Journal of Experimental Psychology: Learning, Memory, and Cognition, 11, 501–518.Google Scholar
Heinrichs, R.W., Levitt, H., Arthurs, A., Gallardo, C., Hirscheimer, K., MacNeil, M., Olshansky, E., & Richards, K. (1992). Learning and retention of a daily activity schedule in a patient with alcoholic Korsakoff's syndrome. Neuropsychological Rehabilitation, 2, 43–58.CrossRefGoogle Scholar
Kratochwill, T.R. (1978). Foundations of time-series research. In Kratochwill, T.R. (Ed.), Single subject research: Strategies for evaluating change (pp. 1–100). New York: Academic Press.Google Scholar
Lorayne, H. & Lucas, J. (1974). The memory book. New York: Stein & Day.Google Scholar
McWeeny, K.H., Young, A.W., Hay, D.C., & Ellis, A.W. (1987). Putting names to faces. British Journal of Psychiatry, 78, 143–149.Google Scholar
Moffat, N. (1992). Strategies of memory therapy. In Wilson, B. & Moffat, N. (Eds.), Clinical management of memory problems (2nd ed., pp. 86–119). London: Chapman & Hall.CrossRefGoogle Scholar
Roediger, H.L. (1990). Implicit memory: Retention without remembering. American Psychologist, 45, 1043–1056.CrossRefGoogle ScholarPubMed
Ryan, T. & Ruff, R.M. (1988). The efficacy of structured memory retraining in a group comparison of head trauma patients. Archives of Clinical Neuropsychology, 3, 165–179.CrossRefGoogle Scholar
Schacter, D.L. (1990). Perceptual representation systems and implicit memory: Toward a resolution of the multiple memory systems debate. In Diamond, A. (Ed.), Annals of the New York Academy of Sciences: Vol. 608, Development and neural bases of higher cognition (pp. 543–571). New York: New York Academy of Sciences.Google Scholar
Schacter, D.L., Chiu, C.Y.P., & Ochsner, K.N. (1993). Implicit memory: A selective review. Annual Review of Neuroscience, 16, 159–182.CrossRefGoogle ScholarPubMed
Schacter, D.L. & Graf, P. (1986). Preserved learning in amnesic patients: Perspectives from research on direct priming. Journal of Clinical and Experimental Neuropsychology, 8, 727–743.Google Scholar
Schaich, E. & Hamerle, A. (1984). Verteilungsfreie statistische Prüfverfahren. Berlin:Springer.Google Scholar
Semenza, C. & Sgaramella, T.M. (1993). Production of proper names: A clinical case study of the effects of phonemic cuing. Memory, 1, 265–280.CrossRefGoogle Scholar
Shimamura, A.P. & Squire, L.R. (1989). Impaired priming of new associations in amnesia. Journal of Experimental Psychology: Learning Memory and Cognition, 15, 721–728.Google ScholarPubMed
Wilson, B. (1982). Success and failure in memory training following a cerebral vascular accident. Cortex, 18, 581–594.CrossRefGoogle ScholarPubMed
Wilson, B. (1987). Rehabilitation of memory. New York: Guilford’.Google Scholar
Wilson, B.A., Baddeley, A., Evans, J., & Shiel, A. (1994). Errorless learning in the rehabilitation of memory impaired people. Neuropsychological Rehabilitation, 4, 307–326.CrossRefGoogle Scholar
Yesavage, J.A. & Rose, T.L. (1984). The effect of face-name mnemonic in young, middle-aged and elderly adults. Experimental Aging Research, 10, 55–57.Google Scholar