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Subject-performed tasks improve associative learning in amnestic mild cognitive impairment

Published online by Cambridge University Press:  27 June 2006

STELLA KARANTZOULIS ,
JILL B. RICH  and
JENNIFER A. MANGELS
STELLA KARANTZOULIS
Affiliation:
Department of Psychology, York University, Toronto, Ontario, Canada
JILL B. RICH
Affiliation:
Department of Psychology, York University, Toronto, Ontario, Canada Department of Psychology, Baycrest Centre for Geriatric Care, Toronto, Ontario, Canada
JENNIFER A. MANGELS
Affiliation:
Department of Psychology, Columbia University, New York, New York
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Abstract

Subject-performed tasks (SPTs) may facilitate the deficit in associative learning among individuals with amnestic mild cognitive impairment (aMCI) by inducing episodic integration of object-action associations. To test this hypothesis, we examined free recall and recognition memory following enactment and verbal encoding in healthy elderly controls and individuals with aMCI. Study lists contained either semantically integrated (“Bounce the ball”) or crossed object-action commands, in which episodic and semantic associations were placed in opposition (“Pet the compass”). Associative learning was indeed better after SPT than verbal encoding and with integrated relative to crossed lists for the aMCI group, as it was for controls. Moreover, the degree to which SPTs reduced the semantic interference inherent in the crossed conditions was equivalent for the two groups. The results showed that enactment facilitates formation of episodic associations, even when not supported by preexisting semantic knowledge, and even among individuals who have particular difficulty forming new associations (JINS, 2006, 12, 493–501.)

Keywords

Mild cognitive impairmentAssociative learningSubject-performed testsMemorySemantic interference
Type
Research Article
Information
Journal of the International Neuropsychological Society , Volume 12 , Issue 4 , July 2006 , pp. 493 - 501
Copyright
© 2006 The International Neuropsychological Society

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