Download Spaced Retrieval (SR)

Spaced Retrieval (SR)
Memory Enhancement in Alzheimer’s Disease
The OVERVIEW
This Magic Moment
Dr. Cameron Camp has written extensively about the benefits of using spaced –
retrieval (SR) techniques with those who suffer from neurological disorders
such as dementia. His research provides compelling evidence of the “magic”
that occurs when the techniques are applied. The magic began in the fall of
1986.
“I was working in an adult day health care centre with two student research
assistants. We had been gathering initial data on a memory battery for
everyday memory problems. We were especially interested in observing how
individuals diagnosed as having . . . Alzheimer’s . . . would perform on the
various subtests of the battery. After the testing session, the client was asked to
recall the names of each of the two students in turn. She could not do so. After
each recall failure, she was provided with the correct name. She was then asked
to name the psychologist. Again she failed and was provided the correct name.
A few seconds later, she was asked to name the psychologist, and did so. She
was then asked to name each student in turn, and failed. She was then asked to
name the psychologist, and did so. Next, she was asked to name each of the
students in turn. This was repeated twice (three pairs, six recall attempts). She
failed on each recall attempt of a student’s name. She then was asked to name
the psychologist, and did so. Thus the paradoxical result was that the seldompresented psychologist’s name was remembered best.
On the way out, the student asked the client how she had been able to
remember the psychologist’s name. The client responded that she did not
know. . . (The) students asked the psychologist what he had used to let the
woman learn his name. His response was ‘magic,’ and he then relayed the
history of that seemingly ‘magical’ intervention to his students” (Camp, 1989,
page 212).
What is the incantation that creates such magic? The answer comes from the
magical spells that were originally cast by Landauer and Bjork (1978). They
began with a name-learning technique called “spaced-retrieval”, where names
of faces were recalled at increasingly longer intervals over a fixed period of time
(Camp, 1989). The questions they wanted to answer were, “Could face-name
associations be retained over time (long-term retention)?” and “How does the
timing of the information affect retention?”
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Unlocking the Mystery!
Cameron, This confuses me a bit. Repetition works
with studying, etc. Some remember things better than
others. Is the SR technique making a point mostly for
those with memory problems or for everyone?
Is memory enhancement the result of practice (repetition)?
OR
Is memory enhancement a result of something else?
For example, increasingly longer, strategically timed intervals
between testing?
Landauer and Bjork (1978) concluded that practice or repetition alone was not
the key to unlocking the mystery. They found that if intervals between recalls
are consistently and systematically expanded, retrieval of information was more
likely to be successful. Therefore, spaced-retrieval contributes to memory
enhancement (or in other words, successful attempts to recall the targeted
information is a result of the spacing between repetitions).
Landmark Finding
Bjork (1979) discovered that spaced-retrieval may outweigh the successes of
other memory training protocols because it requires little cognitive effort. Since
people who suffer from neurological impairments find it difficult, to impossible,
to engage in conscious cognitive manipulations, organizational strategies and
abstract thought, a simple memory enhancing strategy is essential. The spacedretrieval technique focuses on strengthening capabilities rather than frustrating
the already impaired areas of function.
“Explicit memory and effortful information processing are
devastated in persons with dementia, and attempts to use
conscious processing to store and retrieve information
generally fail in this population.”
Camp & Foss (1997), pg 312
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OUR OBJECTIVE: To help individuals with memory problems, such as those
who bear the burden associated with the devastating memory decline
experienced by those with dementia. The objective then is to teach the
individual who suffers from memory loss, as well as those involved with their
care, evidence-based strategies that will improve their ability to carry out daily
activities. (This can range from something as simple as remembering the name
of their spouse to more complex tasks such as paying bills or being taught to
remember to grab the arms of a chair before sitting.)
Implicit memory
contributes to the
success of spacedretrieval techniques.
Cherry, et al. (1999)
HOW DO WE ACHIEVE THIS DAUNTING TASK
WHEN THE INDIVIDUAL SUFFERS FROM MEMORY
DECLINE? Employ evidence-based strategies that are
known to assist with learning (or relearning). The magical
solution: Spaced-Retrieval techniques for dementia.
Examples of information/tasks
that can be learned:
Memory training to assist
with ordinary living.





Names of family, friends and staff.
Finding destinations (washroom, bedroom,
kitchen).
Helping the individual to remember when the
next meal is and what time of the day it is
(information finding).
Finding items such as clothing, memory books,
purse or watch.
Remembering his/her own name.
Research evidence suggests that individuals with Dementia of the Alzheimers
Type (DAT) “show substantial decrements in the active processing of new
information” (Camp, xxxx , page 156 article is called Memory interventions in
AD populations). The root of the problem lies with severely limited capacity to
actively process new information into the memory storage system. Thus, the
information is collected, but not filed for future utilization. This is comparable
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to placing a file in a locked filing cabinet. When you return to pull the file, you
realize you have lost the key. Your access to the file is therefore blocked. You
don’t have access to the information in the file, just as the person with DAT does
not have access to the memory he/she is searching for. If you find another way
to get into the cabinet, or cut another key to provide access into the cabinet, you
will have success at finding the information you are looking for. Spacedretrieval provides the method of accessing important information over time,
thus providing you with a different means of accessing the much sought after
information.
THE PROBLEM
Information
comes in.
Information is
Stored.
THE SOLUTION
Find a way to retrieve information successfully. (Hint:
techniques.)
Retrieval of
information
problematic.
Spaced-Retrieval
The Technique
As noted previously, the intent of Spaced-retrieval is
Spaced-Retrieval
to help a person with dementia, or sundry other
A memory intervention,
cognitive impairments that impact memory (e.g. –
effective for those with
Parkinson’s, amnesia), recall information over
dementia, that focuses
on correct recall of
increasingly longer periods of time. The objective is to
information over
help the individual access important information, thus
increasing intervals of
enhancing their abilities to deal with everyday
time. Retention of
information can last
activities of living. While these methods are indeed
days, weeks, and even
valuable for the person with dementia, they also
months (Camp, 2000).
address some of the behaviours that are regarded as
problematic for family, friends and caregivers (such as
repetitive questioning, disorientation, aggressiveness and wandering).
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Spaced-retrieval successfully links research from the
neurosciences with a real world setting. The techniques
can be learned and adopted by both professionals and
family caregivers (Camp, et al., 1996).
Case Situation
A caregiver relayed the following example to Dr. Cameron Camp after she had
attended an educational session describing Spaced-retrieval:
“I drive my mother to the Azlheimer’s centre each weekday. Since we live on the north
shore . . . and the centre is on the south shore, this is a long drive . . . . All the way to the
centre my mom would keep asking ‘Where are we going?’ I’d tell her ‘We’re going to
the school’ (that was the name the family used to refer to the centre). Then she’d ask
again, and again, and again. It used to drive me crazy. Well, after your talk I decided to
try the thing you were talking about. So the next day when we got into the car I said,
‘Mom, we’re going to school now’. Then I waited a few seconds and asked her, ‘Where
are we going?’ She looked at me like I was a little crazy and said, ‘We’re going to
school, like you said”. That was the last I brought up the subject, but you know, she
never asked me that question the whole trip. Now I ask her when we get in the car, she
answers, and that’s that. I just thought you’d like to know that is actually works’
(Camp, Foss, O’Hanlon and Stevens, 1995, page 193).”
If you work with cognitively impaired older adults you
know how frustrating information seeking/repetitive
questioning can be for both the caregiver and the person
who suffers from memory loss. Those who are severely
memory impaired are more dramatically affected, and
those providing care often become impatient and, at times,
ready to avoid contact at all costs. It is not surprising that
Coy, Kinney, Cavanaugh and Dunn (1992) discovered that
memory problems are the most frequently-cited source of
irritation (or hassles) reported by caregivers. When they
do not know how to be effective at helping, negative
feelings proliferate. These researchers found that positive
feelings are generated when caregivers learn how to do
something “proactive with and for a memory-impaired
person and the feeling of purpose and involvement the
impaired person experiences from engaging in an effortful
cooperative task make the effort worthwhile in and of
itself’ (page 18) [in Camp, et al., 1996).
“Repetition
alone is not
enough to
produce a
memorial benefit
for older adults
with probable
AD. Rather, it
seems that
spaced-retrieval
training is
necessary in
order to observe
a memorial
benefi.”
Cherry and
SimmonsD’Gerolamo
(1999), page 48
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Spaced-Retrieval: A Simple Overview of the Techniques in Action
Spaced-Retrieval techniques are evidence-based approaches that have proven to
effectively address many of the issues that arise as a result of memory loss. The
paragraphs below provide an overview of the techniques. More complete
details are provided in the chapter that follows.
Dr. Cameron Camp’s approach with those who have been diagnosed with
dementia has focused on the following technique:
1. providing the individual with specific information to remember,
2. then asking the individual to immediately recall the information,
3. then asking the question using a strategic plan of spaced
intervals (increasing the intervals at each successful interval,
returning to the previous interval when not successful) until
retention over time has been accomplished (e.g. – weeks to
months) (Cherry, Simmon and Camp, 1999).
Step 1: Determine Learning Activity (Target information)
You will need to decide what information you want the participant in the
Spaced-retrieval session to learn. This can be referred to as the learning activity
or the “target information”. In the example below, Mrs. Smith is being asked
to recall the name of her caregiver. This was regarded as the most bothersome
problem for Mrs. Smith. She always seemed to be distressed about who was
going to be looking after her. However, if she had engaged in repetitive
questioning with a different type of question (e.g. – “Where is my room?”,
“When am I going to eat?”, “Where are my clothes?”) one of these questions
could have been chosen as your target. Targets can include:
 Associations between names and faces (family, staff and/or
friends).
 Objects and their locations.
 Procedural tasks/directions such as where to look for
information about when the next meal will be served or to
remember to grab the arms of a chair before sitting down.
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Begin by telling the person that he/she will be working with you to learn
or remember things. Tell the person your name. In this case, begin
by telling her the name of her caregiver, then proceed
by asking the target question (in this case you would
be asking for her caregiver’s name) (the answer may
be on a cue card for her to read or on a card with her
caregiver’s picture, with her name typed beside/below
the picture. During the first sessions with Mrs. Smith the
cue card can be used as a memory aid).
Let’s practice.
What is your
caregiver’s name?
Begin by telling her, “Your caregiver’s name is Joan”.
Then ask, “What is your caregiver’s name?”
You can then prompt her to turn the cue card over
and read the information.
My caregiver’s
name is Joan.
Now ask
immediately
This is the cue
card.
Step 2
It is quite appropriate to talk about other things during the waiting interval. If you
“chat” it is important to use a timing device that helps you stick to your interval
schedule.
If the recall attempt was successful (she told you her caregiver’s name is Joan)
the next time interval time will be expanded systematically. You could space
the intervals by 5, 10, 20, 40 or 60 seconds. So the next time you ask the
question, “What is your caregiver’s name?” could be 10 seconds later (as
presented in the example below). If the space of time you selected was
successful, then you can continue to increase the interval each time the
increased interval is successful. If the attempt to recall the information fails, and
she cannot remember the name of her caregiver, you then return to the last
successful interval time (e.g. – if you were at 40, had moved to 60 but 60 was
not successful, you provide the information that is targeted and return to the 40
second interval).
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Spaced-Retrieval Example
Now ask 10
seconds later
What is your
caregiver’s
name?
My caregiver’s
name if Joan.
This correct
response is
referred to as
an errorless
trial.
Now ask 20
seconds later
What is your
caregiver’s
name?
My caregiver’s
name if Joan.
Repeat again at 40 seconds, 60 seconds, etc. If the attempt is not successful
remind her that her caregiver’s name is Joan and go back to the last successful
time interval. Once the correct answer is provided, you can then start to
increase the interval times again. The results should be recorded, and the last
successful time (e.g. – 60 seconds) will be used as the starting point in Session 2.
The training session typically lasts for 30 minutes (Camp, 1989; McKitrick and
Camp, 1989).
Step 3
One week later, referred to as the second training session, the individual will be
asked the targeted information from the previous session. In this case, the
question is, “What is your caregiver’s name?” The individual’s ability to retain
the answer from the previous session is tested the first time the question is
asked in the second session. If the participant cannot remember the answer, you
begin by providing the correct answer and then the first interval between
questions will be the last successful timing that was recorded in the previous
session. Record keeping is therefore essential.
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If you begin by increasing the interval time based on the length of spaced
intervals used in the first session and the correct response is provided, you do
not need to continue the session. Retention has been successful and has
exceeded the last interval used in the previous session. The objective is to move
towards long-term retention (although permanent retention may not always
transpire since neurological damage will continue as the dementia progresses).
Expanding the training
Once the recall target has been reached (e.g. – retention has been successful for
as long as 5 weeks), you can begin with a new objective. For example, you may
want to incorporate something more complicated, such as learning to look
for the answer on a cue card.
Case Example
A very impaired gentleman was
taught to read his calendar. He
required daily orienting
information about his
day/activities. His task for this
particular day was to water the
plants. He returned to tell his wife
that it had been raining and was
there something else he could
do? This proved that he
understood what he had to do – a
step beyond the ability to just
repeating the words.
Camp, et al. (1996)
You could focus on providing an answer to a
repetitive question (one that may be driving staff
crazy) or with a functional activity related to
safety (such as take a sip of your drink before a
bite of solid food), where to look to find out
what is scheduled for today, where to find
information about today (the reality orientation
board) or something else that has been identified
as important for this person to remember. When
you ask the target question, you will direct this
person to look at the card and read the answer to
you. The target could therefore be to look at the
card, a page or information board to find details
about daily activities and events. You will set up
a timed interval schedule just as you did in the
case above.
Adding variety to the training
Spaced-retrieval techniques can be used in conjunction with other activities, as
long as the interval schedule is maintained throughout the session. The memory
training can take place while you play cards, engage in conversation, cut and
style the person’s hair, look through photograph albums, participate in arts and
crafts activities or listen to music.
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SpacedRetrieval
With
The Cognitively
Impaired
New Learning
+
Long-term retention of
simple associations
(simple, everyday
objects are best)
Spaced-retrieval has been studied over time using
different approaches and testing different variables.
Cherry, Simmons and Camp (1999) tested free recall
as a measure of explicit memory, but found that the
DAT subjects were unable to free-recall the target
objects. They concluded that free recall is perhaps
too demanding for those with mild/moderate DAT.
This same study also assessed explicit memory from
the perspective of object recognition. This proved to
be more successful, thus leading to the conclusion
that recognition abilities are not affected. Thus,
ability to remember previously acquired information
is spared in dementia. These tasks were completed
using Spaced-retrieval techniques. The research
concluded that spaced-retrieval techniques do
indeed improve retention in older adults with
probable DAT. In fact, they state “that Spacedretrieval effects are robust and generalize across
settings, materials, and procedures (Camp, 1989;
McKitrick, et al., 1992). In addition, we found
modest evidence to suggest that implicit memory
contributes to spaced-retrieval effects. . . and the
maintenance of spaced-retrieval effects over time”
(Cherry, Simmons, and Camp, 1999, page 172).
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Spaced-Retrieval: The Process
Record results
Schedule next training session
(e.g. – a week later).
Determine timing of intervals for next
session.
Assess and Screen to
determine eligibility.
Develop a recording sheet
for the participant. This will be
used at each session.
Identify the information that
you will target for the SR
sessions (e.g. - the name of a
staff member, the person’s
room number, where their
clothes are kept, using daily
calendar, etc.)
PLAN
Question & Interval
Schedule
Ask the designated question.
(This is often referred to as the
target information.) Wait for
the response. If correct, follow
the predetermined schedule of
intervals. If response incorrect,
return to last successful time.
Combine the spaced-retrieval
training with activities such as
playing cards, chatting or other
social activities.
If the expanded interval is successful
at the start of the next session there no
need to hold the session. If not
successful, return to last timing of
successful retention from last session.
Continue for pre-determined number of
sessions or until information has been
retained.
Introduce new targeted information if
you wish the person to acquire other
information (e.g. – begin by learning the
name of a staff member then focus on a
question that is asked repeatedly, such
as, “Where is my room?”
Once the information has been retained,
continue to test over time.
TIME
Interval tailored to meet
client abilities
30 minutes per session
RECORD
Plan for retention
Length of the Session
As stated above, the session should last for about 30 minutes. You will find that
if you try to lengthen the session the person with DAT will become fatigued,
thus affecting their performance as the time extends beyond the optimal period
(Cherry, Simmons & Camp, 1999). Dr. Cameron Camp usually offers a training
session to a person with DAT once a week, but, depending on circumstances,
this may vary. For example, if performance is affected because one week is too
long for retention to be successful, the period of time between sessions may
need to be shortened.
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Spaced-retrieval techniques have proven to contribute to retention of the
information over time. Cherry, et al. (1999) found that participants performed
progressively better across training session, but also continued the task for
longer periods of time across sessions and had fewer failures over time (more
failures on the first session than the second, fewer on the second and the fewer
again on the third).
The more cognitively impaired the individual is, the shorter the time interval
will be when you begin. You can build to the longer intervals, but don’t begin
with the longer interval.
As discussed earlier, implicit memory processes are believed to be spared in
DAT until the later stages (Camp, et al., 1993; Squire, 1994)). The person with
DAT will therefore not seem to be aware of the learning that has taken place.
Spaced-Retrieval: Shaping Memory
Spaced-retrieval is a form of shaping. Shaping has its origins in
behaviour modification, where shaping is described as “the
reinforcement of successive approximations to a desired
behaviour” (Camp & Mattern, 1999, page 281). The
reinforcement is intrinsic for older adults who are coping with
memory loss.
Each time they successfully recall the
information they are being trained to remember, they are
intrinsically positively reinforced for their effort.
The
reinforcement component of the definition is therefore attended
to without your conscious involvement.
The expansion
schedule, however, is up to you to establish. When an
expansion schedule (increasing the time between intervals
across time) is put into place, it is a form of shaping (Bjork, 1988;
Landauer & Bjork, 1978; Camp, 1999). The term shaping thus
means that you are engaging in an activity, where positive
reinforcement is involved, that will change behaviour. When
working with older adults who are experiencing increasing
problems with memory loss, the shaping is focused on
strengthening this person’s ability to remember information.
Spaced-Retrieval
Other words that
describe SR:
= Memory
training
= Memory
therapy
= Learning/
relearning
= Shaping
memory
= Memory
intervention
= Memory
therapy
The primary objective is for the person with DAT to retain targeted information
over time (e.g. – weeks or years) (Camp, 1999). The time between intervals is
determined according to the performance of the participant. A “spaced-retrieval
training procedure is a shaping paradigm” (Camp, 1999, page 165). A sample
schedule is presented below.
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Spaced-Retrieval: Shaping Memory
Sample graph with time intervals by learning trial
Time in seconds
seseconds
140
120
100
80
Series1
60
Correct
Response
40
20
Incorrect
Response
0
1 2
3 4 5
6 7 8
9 10
Trial
Recording Results
Dr. Cameron Camp has found that computer technology helps to keep careful
track of the expansion schedules. In one study, (Clinical Gerontologist),
he used a small digital countdown timer and monitored the intervals “with the
aid of a simple chart with a sliding scale that could be adjusted for each
successive interval.” (ibid page 60 ask Cameron to explain – what is this piece
of equipment??)
Who can be trained to use Spaced-retrieval Techniques?
What disciplines
use SR
Techniques?
o Occupational
Therapy
o Physiotherapy
o Speech
Language
Specialists
o Music & Art
Therapists
Anyone who is properly trained to use spaced-retrieval
methodology can use these techniques successfully. Professionals
(including occupational therapists, speech-language therapists, life
enrichment coordinators, recreation therapists, social workers,
nurses and case-managers), para-professionals (social support
workers, aides, and other caregivers), volunteers, family,
caregivers and friends will find that this form of intervention can
prove to deliver rewarding results. It should be noted that
caregivers might benefit from simplified techniques to make their
learning and application of the procedures easier (McKitrick &
Camp, in Clinical Gerontologist year?) - CAMERON I NEED INFO
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Who can benefit from this form of memory enhancement?
Spaced-retrieval can be used as a therapeutic technique
with individuals who have been diagnosed with memory
impairment, including dementia of the Alzheimer’s Type
(DAT) (Camp, et al., 1996); dementia associated with
Parkinson’s disease (Hayden & Camp, 1995); dementia
associated with Korsakoff’s Syndrome (Camp & Schaller,
1989); vascular and mixed dementia (Abrahams & Camp,
1993, Bird, Alexopouls & Ademowitz, 1995); post-anoxia
dementia (Bird, et al., 1995) and cerebrovascular accident
(Brush, et al., 1998). For example, an individual with
Parkinson’s Disease learned new motor skills as a result
of the Spaced-retrieval training, a task that had otherwise
seemed to be close to impossible (Brush, et al., 1989).
Little cognitive effort is required with Spaced-retrieval
interventions and, as was discussed in the chapter on
memory, the person with dementia (or other forms of
memory impairment) who engages in the training does
not remember learning the information.
Who Benefits?
Individuals who
suffer from memory
loss (e.g. – DAT,
Parkinson’s Disease,
Vascular Dementia)
Staff
All those who
provide care to
someone who is
challenged by
memory loss
Family & Friends
Volunteers
Where can Spaced-Retrieval Techniques be used?
As long as the people using the techniques are properly trained, these
techniques can be used anywhere. In fact, a trained family member could
engage in Spaced-retrieval memory intervention while going for a car ride or
during meal time, by incorporating the training into the drive or dinner time
conversation. These techniques can therefore be used in the community as well
as in long-term care facilities.
Making Connections Between Memory and Your Approach to Intervention
FOCUS ON SPARED CAPACITY
An essential component of a successful memory intervention is that of focusing
on the capabilities (e.g. – calling on memory function that is spared in
dementia, for instance ability to perform motor tasks such as watering plants,
folding laundry or washing dishes; reading and even following the instructions
on printed cue cards; counting forward; doing things that have been practiced to
the point of being habits [such as brushing teeth and washing]; and sorting)
rather than deficits (e.g. – requiring the individual to concentrate;
learning/relearning using traditional rehearsal methods; or calling on explicit
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memory that requires knowledge, particularly if has been acquired recently,
thus depending on the impaired short-term memory structures). Since implicit
memory involves the unconscious retrieval of information, thus affording the
individual the luxury of retrieving information without cognitive effort, it is
important to capitalize on the use of implicit memory when designing
interventions for dementia. Since the explicit memory structures become
increasingly devastated with dementia, it is important to remember that those
who are experiencing progressive memory loss simply can’t remember concepts
and knowledge as brain damage continues! Therefore, when the person needs
to think about what he/she wants to remember, there is effort required, with no
guarantee that the information will be retrieved. Some long-term memories
remain relatively intact, but day-to-day activities of living often don’t depend on
these biographical memories (e.g. – memories about life at home, parents, loved
ones, jobs, home environment or accomplishments, such as awards won or
important objectives that were reached.)
Oh How Interesting and Yet So Vitally Important to
Know
When implicit/procedural memory is strengthened the
individual in early to mid stages of dementia can be taught
to remember, without remembering he/she just learned to
remember.
Reinforcing Memory Concepts
As mentioned in the chapter on memory, Dr. Cameron Camp devised a model
that is not only memorable, but functional. If you remember the song (calling,
of course, on your explicit memory bank) “Old McDonald Had a Farm”, you
will not only have this song in your head for the remainder of the day, but you
can use this song to remember the framework for dementia memory
interventions. As mentioned earlier, Dr. Camp’s model is called the E-I-E-I-O
model. This model clearly illustrates which type of memory is responsible for
what, and then identifies the type of intervention (external – where you
manipulate the environment, and internal – where you focus on internal
manipulations related to remembering). The matrix chart presented below is
also presented in the chapter on Memory but is repeated here because of its
general importance, and more specifically to reinforce its importance in relation
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to spaced-retrieval techniques. Be sure to return to this matrix as you consider
the various types of interventions presented in this book, as well as the ones you
develop in your own practice.
The E-I-E-I-O model provides examples of the types of intervention that you
can use (external versus internal) by type of memory (explicit versus implicit).
The type of intervention might include both internal and external interventions.
For example, an internal intervention such as spaced-retrieval might also
involve the use of external environmental manipulations such as written cue
cards used for priming with the purpose of addressing a particular problem
behaviour (e.g. – remembering caregiver’s name).
Old McDonald’s Farm: The E-I-E-I-O Memory Intervention Model
Camp, et al. (1993) developed a functional classification system that clearly
illustrates the associations between type of memory (Explicit and Implicit) and
intended storage location of information or cue (External or Internal). This
truly serves as a cognitive/memory prosthetic for those who are learning about
memory interventions!
Explicit Memory
(Conscious recollection of past
experiences – recall &
recognition of information)
External cues (referred to as
external storage) are used to
trigger conscious remembering.
E
xternal Storage
(In the physical environment)
Information available externally
(e.g. – signs, activity schedule).
Implicit Memory
MEMORY SYSTEM
(small “s” system)
STORAGE SYSTEM
(Unconscious storage &
retrieval of memory – priming,
motor skills & habits)
Initially the information is
available externally, and then
stored internally.
I
nternal Storage
(Within a Person’s Memory)
Verbal priming – exposure to
information - taps into internal
storage.
Oh!
When individual retrieves target
information, they generate an “Oh” (I’m
impressed/surprised) reaction.
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Spaced-retrieval: “(In) brief, it involves giving individuals
practice at successfully remembering information at increasingly
longer time intervals. It has been described as an example of priming,
or improving facility for detecting or processing stimuli on the basis
of recent experience, which may include learning of new information
(Squire, 1994) . . . ‘Priming can be thought of as a form of implicit
memory recollection of a previous encounter with a stimulus (page
234)’”.
Camp & Foss (1997), page 318
Outcomes
Dr. Camp has repeatedly found that Spaced-retrieval techniques/training
successfully contributes to long-term retention of new information. Research on
memory posits that spared capacity of implicit memory is responsible for the
success of the Spaced-retrieval techniques. This research affords increasing
evidence to support that some memory systems continue to function in DAT.
Not only does the intervention help the person to remember, the participants
enjoy the session. In fact, those who have participated in Spaced-retrieval
training have expressed how much they enjoy being involved and look forward
to their next session. Dr. Cameron Camp has called this “effortless learning”
because participants have told him that he makes it easy for them to remember.
In fact, one participant told him, “Don’t worry, I’m not going to forget”.
Moreover, it is interesting to note that one individual commented on how much
she enjoyed being involved in these sessions because they made her feel
“smarter” (Camp and Stevens, 1990). When one is coping with so many losses
and deficits, this is surely a marvelous outcome.
Next steps – external aids
If these can be used as priming tools, will assist with ADL’s
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