Reference : Face-name association learning in early Alzheimer's disease: a comparison of learning...
Scientific journals : Article
Social & behavioral sciences, psychology : Theoretical & cognitive psychology
Social & behavioral sciences, psychology : Neurosciences & behavior
Face-name association learning in early Alzheimer's disease: a comparison of learning methods and their underlying mechanisms.
Bier, Nathalie [> > > >]
Van der Linden, Martial mailto [Université de Liège - ULiège > Département des sciences cognitives > Psychopathologie cognitive >]
Gagnon, Lise [> > > >]
Desrosiers, Johanne [> > > >]
Adam, Stéphane mailto [Université de Liège - ULiège > Département de personne et société > Psychologie de la sénescence >]
Louveaux, Stephanie [> > > >]
Saint-Mleux, Julie [> > > >]
Neuropsychological Rehabilitation
Lawrence Erlbaum Associates, Inc.
Yes (verified by ORBi)
United Kingdom
[en] Aged ; Aged, 80 and over ; Alzheimer Disease/physiopathology/rehabilitation ; Analysis of Variance ; Association Learning/classification/physiology ; Face ; Female ; Humans ; Male ; Mental Recall ; Mental Status Schedule ; Names ; Neuropsychological Tests ; Reaction Time/physiology ; Recognition (Psychology)/physiology ; Statistics, Nonparametric ; Time Factors
[en] This study compared the efficacy of five learning methods in the acquisition of face-name associations in early dementia of Alzheimer type (AD). The contribution of error production and implicit memory to the efficacy of each method was also examined. Fifteen participants with early AD and 15 matched controls were exposed to five learning methods: spaced retrieval, vanishing cues, errorless, and two trial-and-error methods, one with explicit and one with implicit memory task instructions. Under each method, participants had to learn a list of five face-name associations, followed by free recall, cued recall and recognition. Delayed recall was also assessed. For AD, results showed that all methods were efficient but there were no significant differences between them. The number of errors produced during the learning phases varied between the five methods but did not influence learning. There were no significant differences between implicit and explicit memory task instructions on test performances. For the control group, there were no differences between the five methods. Finally, no significant correlations were found between the performance of the AD participants in free recall and their cognitive profile, but generally, the best performers had better remaining episodic memory. Also, case study analyses showed that spaced retrieval was the method for which the greatest number of participants (four) obtained results as good as the controls. This study suggests that the five methods are effective for new learning of face-name associations in AD. It appears that early AD patients can learn, even in the context of error production and explicit memory conditions.
Researchers ; Professionals

File(s) associated to this reference

Fulltext file(s):

Restricted access
Bier et al NR1832008.pdfAuthor preprint235.5 kBRequest copy

Bookmark and Share SFX Query

All documents in ORBi are protected by a user license.