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Originalia

Memory Rehabilitation Techniques for People with Early-Stage Dementia

Gedächtnisrehabilitation bei Frühdemenz

Published Online:September 01, 2006https://doi.org/10.1024/1011-6877.17.2.109

Abstract

Summary: Errorless learning (EL) can be supported through a variety of specific learning methods, which may vary along other parameters including for example the degree of effortful processing required. In memory rehabilitation for people with early-stage Alzheimer's disease (AD), achieving the optimal balance between elimination of errors and active, effortful processing during learning is likely to be critical. This paper describes a comparison of four different errorless methods in a single case experimental design. The participant, who had a diagnosis of early-stage AD, attempted to relearn forgotten face-name associations using one of four methods: Spaced retrieval, mnemonic elaboration, cueing with increasing assistance, and cueing with decreasing assistance. Best results were achieved in the mnemonic and cueing with increasing assistance conditions, while cueing with decreasing assistance produced the least learning. It is suggested that, within an errorless learning paradigm, strategies requiring more effortful processing may produce superior gains compared to strategies relying on implicit or passive processing. This has important implications for clinical rehabilitation interventions for people with early-stage dementia.


Zusammenfassung: Das fehlervermeidende Lernen (errorless learning) kann durch eine Reihe von spezifischen Lernmethoden, die sich im Hinblick auf verschiedene Parameter unterscheiden, unterstützt werden. Es ist zu erwarten, dass in der Gedächtnisrehabilitation mit Personen in frühen Stadien der Alzheimer Demenz (AD) ein optimales Gleichgewicht zwischen der Elimination von Fehlern einerseits und aktiver, elaborierter Verarbeitung andererseits, eine entscheidende Rolle spielt. Vier verschiedene Methoden des fehlervermeidenden Lernens wurden durch eine experimentelle Einzelfallanalyse verglichen. Der Studienteilnehmer versuchte Gesichter-Namen-Assoziationen wieder zu erlernen. Angewandt wurden Wiederholen nach ansteigenden Zeitintervallen, Mnemotechniken, Erinnerungshilfen mit zunehmender Unterstützung, und Erinnerungshilfen mit abnehmender Unterstützung. Beste Ergebnisse wurden durch die Anwendung von Mnemotechniken und Erinnerungshilfen mit zunehmender Unterstützung erzielt, während Erinnerungshilfen mit abnehmender Unterstützung zu den schlechtesten Lernerfolgen führten. Diese Ergebnisse deuten an, dass Strategien, die mehr Elaboration erfordern, zu besseren Lernerfolgen führen. Dies hat wichtige Implikationen für die klinische Rehabilitation in frühen Demenzstadien.

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