Implicit and explicit learning gains in Alzheimer's patients: Effects of naming and information retrieval training

The purpose of this study was to examine the effects of repeated exposure t o words from a target category on implicit and explicit learning of seven m ild to moderate Alzheimer's patients. Following 18-20 baseline fluency test s on the target category, subjects participated in eight sessions of a pict ure naming exercise and related quiz (study task) which exposed them to 33 words from the target category (exposure words). One hour after each study task session, the fluency test used at baseline was administered again (exp erimental fluency test). All subjects increased correct responses on the st udy task, demonstrating significant explicit learning. Six subjects produce d exposure words on the experimental fluency tests that they had never name d during the multiple baseline tests and all subjects unexpectedly named no vel words (not exposure words and not produced at baseline) on the experime ntal fluency tests. Taken together, these results provide evidence of impli cit and explicit learning and semantic activation. Implications for managem ent and direction for future research are discussed.