Sentence examples for memory interventions from inspiring English sources

Extensive research on memory interventions has confirmed their success with older adults, but the individual difference factors that predict successful training outcomes remain relatively unexplored.

Although quite a few training programs required homework (Schmidt et al 1999; Troyer 2001) the majority of memory interventions focused on the didactic delivery of classroom content and not on participants' compliance with assigned activities.

As a consequence, the focus of future memory interventions should not center on the efficacy of memory-training per se, as most such interventions produce positive results—immediate memory gains on trained tasks (Verhaeghen et al 1992).

The reasoning and memory interventions were expected to affect only everyday problem solving and ADLs and IADLs, whereas the speed of processing intervention was hypothesised to have more diverse effects, including ADL and IADL functioning, everyday speed and driving habits.

Among the primary outcomes, the reasoning and memory interventions were expected to affect only everyday problem solving and ADLs and IADLs, whereas the speed of processing intervention was hypothesized to have more diverse effects, including ADLs and IADLs, everyday speed, and driving habits.

Other memory interventions have shown that older adults can easily learn strategies to improve memory performance but often fail to implement the techniques later, in part because effective strategies require continued high levels of effort to achieve mastery (eg, Camp 1999).

However, analyses of rating accuracy and measures from both recognition memory and recall memory tests suggest that the structured recall memory intervention has distinct advantages.

We assessed their cognitive function before and after completing a working memory intervention using a comprehensive battery that included fluid and crystallized abilities, working memory and attention control, and we also obtained structural MRI images.

As memory intervention work moves forward, two different approaches might have heuristic value.

Eligible children will be individually randomised into the 'usual teaching' (control) or 'working memory' (intervention) group, stratified by school.

Together, these two approaches would help to take memory intervention research to the next level, to encourage more mental challenge and greater memory success for all seniors.