Problem-targeted memory training for older adults

Various programs have been developed to help older adults improve their mem ory performance. The majority of these programs have included instruction i n one or more mnemonic techniques, some of which may be more useful than ot hers in the everyday lives of most elders. The current study compared a sho rter, problem-targeted version of a self-taught memory training program to the original, which has been shown in prior research to be effective. The s horter program focused on three of the most common memory complaints of old er adults: (a) memory for names of people; (b) misplaced household objects; and (c) memory for dates and appointments; the longer program also include d some list-learning mnemonic techniques and additional practice time with all the mnemonics. Both training programs produced some improvement compare d to a delayed-training control condition. However, the longer program prod uced significant improvement on more outcome measures than did the shorter, problem-targeted program. In addition, direct comparisons between the two training conditions indicated the longer program produced significantly mor e change on measures of name recall. Additional training time or more gener al mnemonic training are possible explanations for these effectiveness diff erences.