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John Deluca - One of the best experts on this subject based on the ideXlab platform.
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retrieval practice improves memory in survivors of severe traumatic brain injury
Archives of Physical Medicine and Rehabilitation, 2014Co-Authors: James F. Sumowski, John Deluca, Julia H Coyne, Amanda CohenAbstract:Abstract Objective To investigate whether retrieval practice (RP) improves delayed recall after short and long delays in survivors of severe traumatic brain injury (TBI) relative to massed restudy (MR) and spaced restudy (SR). Design 3(Learning Condition: MR, SR, RP)×2(delayed recall: 30min, 1wk) within-subject experiment. Setting Nonprofit medical rehabilitation research center. Participants Memory-impaired ( Intervention During RP, patients are quizzed on to-be-learned information shortly after it is presented, such that patients practice retrieval. MR consists of repeated restudy (ie, cramming). SR consists of restudy trials separated in time (ie, distributed Learning). Main Outcome Measures Forty-eight verbal paired associates (VPAs) were equally divided across 3 Learning Conditions (16 per Condition). Delayed recall for one half of the VPAs was assessed after 30 minutes (8 per Condition) and for the other half after 1 week (8 per Condition). Results There was a large effect of Learning Condition after the short delay ( P 2 =.72), with much better recall of VPAs studied through RP (46.3%) relative to MR (12.5%) and SR (15.0%). This large effect of Learning Condition remained after the long delay ( P =.001, η 2 =.56), as patients recalled 11.3% of the VPAs studied through RP, but nothing through MR (0.0%) and only 1.3% through SR. That is, RP was essentially the only Learning Condition to result in successful recall after 1 week, with most patients recalling at least 1 VPA. Conclusions The robust effect of RP among TBI survivors with severe memory impairment engenders confidence that this strategy would work outside the laboratory to improve memory in real-life settings. Future randomized controlled trials of RP training are needed.
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Retrieval practice: a simple strategy for improving memory after traumatic brain injury.
Journal of the International Neuropsychological Society : JINS, 2010Co-Authors: James F. Sumowski, Hali G. Wood, Nancy D. Chiaravalloti, Glenn R. Wylie, Jeannie Lengenfelder, John DelucaAbstract:Memory impairment is common following traumatic brain injury (TBI), but interventions to improve memory in persons with TBI have been ineffective. Retrieval practice is a robust memory strategy among healthy undergraduates, whereby practice retrieving information shortly after it is presented leads to better delayed recall than simple restudy. In a verbal paired associate paradigm, we investigated the effect of retrieval practice relative to massed and spaced restudy on delayed recall in 14 persons with chronic memory impairment following a TBI and 14 age-matched healthy controls. A significant Learning Condition (massed restudy, spaced restudy, retrieval practice) by group (TBI, healthy) interaction emerged, whereby only healthy controls benefited from spaced restudy (i.e., distributed Learning) over massed restudy, but both groups greatly benefited from retrieval practice over massed and spaced restudy. That is, retrieval practice greatly improves memory in persons with TBI, even when other mnemonic strategies (e.g., distributed Learning) are less effective.
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retrieval practice improves memory in multiple sclerosis clinical application of the testing effect
Neuropsychology (journal), 2010Co-Authors: James F. Sumowski, Nancy D. Chiaravalloti, John DelucaAbstract:The testing effect is a robust cognitive phenomenon by which memory retrieval on a test improves subsequent recall more than restudying. Also known as retrieval practice, the testing effect has been studied almost exclusively in healthy undergraduates. The current study investigated whether retrieval practice during testing leads to better delayed recall than restudy among persons with multiple sclerosis (MS), a neurologic disease associated with memory dysfunction. In a within-subjects design, 32 persons with MS and 16 demographically matched healthy controls (HC) studied 48 verbal paired associates (VPA) divided across 3 Learning Conditions: massed restudy (MR), spaced restudy (SR), and spaced testing (ST). Delayed VPA cued recall was measured after 45 min. There was a large main effect of Learning Condition (etap2 = .54, p < .001) such that both MS and HC participants produced better delayed recall for VPAs learned through ST relative to MR and SR; and SR relative to MR. This same pattern was observed for MS participants with objective memory impairment (n = 16), thereby providing the first evidence that retrieval practice improves memory more than restudy among persons with neurologically based memory impairment.
Theresa Powell - One of the best experts on this subject based on the ideXlab platform.
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errorless Learning of novel routes through a virtual town in people with acquired brain injury
Neuropsychological Rehabilitation, 2009Co-Authors: Joanne Lloyd, Gerard A Riley, Theresa PowellAbstract:Impaired route Learning is a common consequence of acquired brain injury (ABI) but has received little attention in the research literature. Errorless Learning may be a method of facilitating the Learning of routes but this is unclear as previous studies of errorless Learning have focused mainly on verbal skills and the only previous study involving route Learning was based upon a pencil and paper task. In the present study we therefore use virtual reality to explore the benefits of errorless Learning for routes in an ecologically valid task. Twenty people with acquired brain injury learned two routes, of equivalent difficulty, around a virtual town based upon the city of Nice. For one route, full guidance was provided throughout the Learning trials in an errorless Learning paradigm; the other route was learned using a procedure that allowed for trial and error. Route recall following the errorless Learning Condition was significantly more accurate than recall after errorful Learning. This suggests that t...
James F. Sumowski - One of the best experts on this subject based on the ideXlab platform.
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retrieval practice improves memory in survivors of severe traumatic brain injury
Archives of Physical Medicine and Rehabilitation, 2014Co-Authors: James F. Sumowski, John Deluca, Julia H Coyne, Amanda CohenAbstract:Abstract Objective To investigate whether retrieval practice (RP) improves delayed recall after short and long delays in survivors of severe traumatic brain injury (TBI) relative to massed restudy (MR) and spaced restudy (SR). Design 3(Learning Condition: MR, SR, RP)×2(delayed recall: 30min, 1wk) within-subject experiment. Setting Nonprofit medical rehabilitation research center. Participants Memory-impaired ( Intervention During RP, patients are quizzed on to-be-learned information shortly after it is presented, such that patients practice retrieval. MR consists of repeated restudy (ie, cramming). SR consists of restudy trials separated in time (ie, distributed Learning). Main Outcome Measures Forty-eight verbal paired associates (VPAs) were equally divided across 3 Learning Conditions (16 per Condition). Delayed recall for one half of the VPAs was assessed after 30 minutes (8 per Condition) and for the other half after 1 week (8 per Condition). Results There was a large effect of Learning Condition after the short delay ( P 2 =.72), with much better recall of VPAs studied through RP (46.3%) relative to MR (12.5%) and SR (15.0%). This large effect of Learning Condition remained after the long delay ( P =.001, η 2 =.56), as patients recalled 11.3% of the VPAs studied through RP, but nothing through MR (0.0%) and only 1.3% through SR. That is, RP was essentially the only Learning Condition to result in successful recall after 1 week, with most patients recalling at least 1 VPA. Conclusions The robust effect of RP among TBI survivors with severe memory impairment engenders confidence that this strategy would work outside the laboratory to improve memory in real-life settings. Future randomized controlled trials of RP training are needed.
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Retrieval practice: a simple strategy for improving memory after traumatic brain injury.
Journal of the International Neuropsychological Society : JINS, 2010Co-Authors: James F. Sumowski, Hali G. Wood, Nancy D. Chiaravalloti, Glenn R. Wylie, Jeannie Lengenfelder, John DelucaAbstract:Memory impairment is common following traumatic brain injury (TBI), but interventions to improve memory in persons with TBI have been ineffective. Retrieval practice is a robust memory strategy among healthy undergraduates, whereby practice retrieving information shortly after it is presented leads to better delayed recall than simple restudy. In a verbal paired associate paradigm, we investigated the effect of retrieval practice relative to massed and spaced restudy on delayed recall in 14 persons with chronic memory impairment following a TBI and 14 age-matched healthy controls. A significant Learning Condition (massed restudy, spaced restudy, retrieval practice) by group (TBI, healthy) interaction emerged, whereby only healthy controls benefited from spaced restudy (i.e., distributed Learning) over massed restudy, but both groups greatly benefited from retrieval practice over massed and spaced restudy. That is, retrieval practice greatly improves memory in persons with TBI, even when other mnemonic strategies (e.g., distributed Learning) are less effective.
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retrieval practice improves memory in multiple sclerosis clinical application of the testing effect
Neuropsychology (journal), 2010Co-Authors: James F. Sumowski, Nancy D. Chiaravalloti, John DelucaAbstract:The testing effect is a robust cognitive phenomenon by which memory retrieval on a test improves subsequent recall more than restudying. Also known as retrieval practice, the testing effect has been studied almost exclusively in healthy undergraduates. The current study investigated whether retrieval practice during testing leads to better delayed recall than restudy among persons with multiple sclerosis (MS), a neurologic disease associated with memory dysfunction. In a within-subjects design, 32 persons with MS and 16 demographically matched healthy controls (HC) studied 48 verbal paired associates (VPA) divided across 3 Learning Conditions: massed restudy (MR), spaced restudy (SR), and spaced testing (ST). Delayed VPA cued recall was measured after 45 min. There was a large main effect of Learning Condition (etap2 = .54, p < .001) such that both MS and HC participants produced better delayed recall for VPAs learned through ST relative to MR and SR; and SR relative to MR. This same pattern was observed for MS participants with objective memory impairment (n = 16), thereby providing the first evidence that retrieval practice improves memory more than restudy among persons with neurologically based memory impairment.
Catherine Haslam - One of the best experts on this subject based on the ideXlab platform.
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errorless Learning improves memory performance in children with acquired brain injury a controlled comparison of standard and self generation techniques
Neuropsychological Rehabilitation, 2012Co-Authors: Catherine Haslam, Claire Bazenpeters, Ingram WrightAbstract:The principle of errorless Learning has proven efficacy in helping adults and older adults with acquired memory impairment learn novel information. However, surprisingly few studies have investigated its efficacy in children. The present study addresses this omission in the literature, investigating the effectiveness of two forms of errorless Learning — the established method, in which the examiner provides responses during Learning, and a self-generation method, in which learners produce their own responses — each relative to the standard baseline of trial-and-error Learning, in young people with acquired brain injury (ABI, n = 15) and non-injured controls (n = 15). Participants learned different word lists in each Condition and their memory was tested after distraction and, subsequently, after a 20-minute delay. Not surprisingly, controls performed better than the ABI group. However, while there was no effect of Learning Condition for controls, in the ABI group memory performance was significantly bette...
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how successful is errorless Learning in supporting memory for high and low level knowledge in dementia
Neuropsychological Rehabilitation, 2006Co-Authors: Catherine Haslam, Donna Gilroy, Sarah Black, Tom BeesleyAbstract:Errorless Learning has been shown to be very successful in the rehabilitation of memory problems particularly in patients with severe forms of memory impairment. Much of this research has focused on testing knowledge of specific details studied, ignoring any additional, higher-level knowledge that patients may have acquired during the Learning process. Hence, it is pertinent to ask whether errorless Learning is equally successful in the acquisition of high and low-level knowledge. In this paper, we present results of several studies comparing the effectiveness of errorless and standard trial-and-error methods in acquisition of high and low-level knowledge in people diagnosed with dementia and non-impaired controls. In Study 1, participants were asked to learn novel face-name-occupation associations; and knowledge across a range of levels, from very general (i.e., high-level) to very specific (i.e., low-level), was examined. For patients with probable Alzheimer's disease and controls there was evidence of increased benefit from errorless training in general, but the technique was most beneficial for patients attempting to retrieve specific detail. Study 2 was conducted to address the problem raised by the failure in Study 1 to manipulate Learning Condition at our highest knowledge level. This novel manipulation was successful, but neither of the patients received the standard benefit from errorless training. Study 3, involving a small group of dementia patients with mixed diagnoses, was conducted to replicate findings from Study 1. Results from the group analysis confirmed that the benefit obtained from errorless Learning increased as a function of knowledge specificity, but again several patients failed to show a consistent effect of Learning Condition. Implications for use of the errorless technique are discussed.
Joanne Lloyd - One of the best experts on this subject based on the ideXlab platform.
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errorless Learning of novel routes through a virtual town in people with acquired brain injury
Neuropsychological Rehabilitation, 2009Co-Authors: Joanne Lloyd, Gerard A Riley, Theresa PowellAbstract:Impaired route Learning is a common consequence of acquired brain injury (ABI) but has received little attention in the research literature. Errorless Learning may be a method of facilitating the Learning of routes but this is unclear as previous studies of errorless Learning have focused mainly on verbal skills and the only previous study involving route Learning was based upon a pencil and paper task. In the present study we therefore use virtual reality to explore the benefits of errorless Learning for routes in an ecologically valid task. Twenty people with acquired brain injury learned two routes, of equivalent difficulty, around a virtual town based upon the city of Nice. For one route, full guidance was provided throughout the Learning trials in an errorless Learning paradigm; the other route was learned using a procedure that allowed for trial and error. Route recall following the errorless Learning Condition was significantly more accurate than recall after errorful Learning. This suggests that t...