Memory Training in Older Adults - Research Paper Example

MEMORY TRAINING IN OLDER ADULTS Ageing causes many physiological as well as psychological problems in an individual. Memory loss affects both the physiological and psychological aspects of the elderly life. This study attempts to evaluate the effectiveness of memory training in improving the memory of the old age people. The study also identifies the effective strategy for memory training. In order to collect the relevant data for the investigation, the study has considered a particular literature review on the topic memory training associated with the cognitive theory. The study also attempts to collect data from 80 participants of the age group 65-70 years. Based on the hypothesis, the study attempts to achieve a result of positive outcome with the effectiveness of memory training to be proved. Specific learning methods are planned to apply which will be more effective in learning and retaining the memory. It also signifies that there is no particular gender difference in terms of memory loss. OVERVIEW OF CHANGES IN MEMORY WITH AGEING With ageing almost all cells show deterioration in their functioning. In the same way, as the age of the person increases the cells of the brain starts to degenerate with which the person demonstrates the symptoms of memory loss. Ageing causes an imbalance in the production of chemical transmitters namely “neurotransmitters” due to the degeneration of some of the cells in the brain (Hardy & Scanlon, 2009, p.3). Other changes may be attributed to white matter of the brain, which contain nerve fibers that promote communication between the cells. Scientists believe that when a person gets old, they find it difficult to take in new information when compared to people in their youth. So for retaining memory during old age, they should find different learning strategies to process the information and store it in their memory. Memory loss may be associated with dementia, but not all memory loss is dementia. There is a clear difference between the memory loss in dementia and “age-related memory loss (ARML)” (Hardy & Scanlon, 2009, p.18). In both the cases the symptoms might be somewhat similar, but the underlying changes caused in the brain are entirely different. ARML involves only loss or disturbance in the “declarative” (Hardy & Scanlon, 2009) memory, whereas in dementia the cognitive abilities are affected. In dementia, people find it difficult to retain their memory, whereas in ARML, information can be retained after effective learning. Based on the cognitive theory of memory, highest level of information is collected and stored in the “long-term memory,” which is sub divided again into the declarative and procedural memory (Learning Theories Cognitive Learning Theories, n.d., p-114). As memory loss in ageing is related to deficit in declarative memory, emphasis should be given to effective techniques that will help retain more information. Based on the cognitive theory of memory, theorists have suggested various methods of teaching to improve the recollection of information. This may include visual representation of information, repetition of the particular information, the technique of acting out the particular information, known as “learning by doing” (Learning Theories Cognitive Learning Theories, (n.d.), p-133) or by using short forms. SUMMARY OF THE RESEARCH ARTICLE The research conducted by George W et al concluded that certain cognitive abilities could have lasting effects in the elderly. The study was conducted for a period of 10 years, at the end of the study they concluded that the reasoning and thinking skills could be retained in the elderly, but there was no particular difference in the memory performance among the control group and the memory-training group. The study was a randomized controlled trial with 2,832 persons with an average of 74 years of age during the beginning of study. They had a formal education of up to 14 years of age. The samples were divided into three training groups (speed processing, memory, and reasoning) and a control group that did not receive any training. The training was conducted for 60 to 70 minutes for a period of 5 to 6 weeks and some of the participants were randomly selected for additional sessions. The training was evaluated soon after the session and in the first, second, third, fourth and fifth year as well as 10 years later. Furthermore it was inferred that by the end of the study (10 years later), the entire group showed significant decline in memory, reasoning and speed processing in comparison to their initial points in the study. By the end of the last year, cognitive testing showed that 73.6% of the participants who had undergone reasoning training performed better, than before they started their training in comparison to 67.3% of the control group who did not receive any training. 70.7% of the participants who had undergone speed processing training performed better than their pre-study level, in comparison to 48.8% of the control group. The researchers concluded that even simple trainings can be effective in improving the mental performance of people who are 65 years or older and that people who seek to keep their mental performance active should engage in mental exercises. They also insist that people should engage in cognitive training that is scientifically proven for its effectiveness. HYPOTHESIS Effective memory training improves the memory performance in the elderly. RESEARCH METHODOLOGY A quantitative study design with randomized controlled trials will be used in the study. Two groups will be selected, with one group designated as the training group and the other as the control group. A pre-test will be given to both the groups to evaluate their baseline data. Following the intervention only to the training group, a post test will be conducted for both the groups and the results will be evaluated and compared. SAMPLE The sample will consist of 80 participants assigned randomly. AGE AND GENDER Age group will be of the range 65-70 years of males with adequate cognitive functioning. LEVEL OF EDUCATION AND LEVEL OF COGNITIVE FUNCTIONING People with 14 years of formal education and who are at Level VII of cognitive functioning. SOCIO-ECONOMIC STATUS The study samples will be taken from people of the low socio-economic status. ETHICAL CONSIDERATIONS A written consent from each of the samples will be collected with proper explanation of the research study. The confidentiality of the information will be assured and duly maintained. MEMORY TRAINING PROGRAMME The main emphasize of the programme will be to learn different techniques to improve the memory and organizational skills. There will be 6 sessions, which will last for 50 minutes each. The training will include organizing key terms in the form of “mnemonic” and on the basis of “dual code theory,” where learning will be stimulated by both verbal and visual cues (Learning Theories Cognitive Learning Theories, n.d., p-119). Following each session, a recollection and group discussion will be done to enhance the process of learning. The post test will be conducted one week after the last session and it will be given simultaneously to both the training group and the control group. The results will be measured using “Hopkins Verbal Learning Test-Revised (HVLT-R)” (NINDS CDE Notice of Copyright Hopkins Verbal Learning Test Revised (HVLT-R), n.d., p-2), where there will be three trials and 12 words to recall during each trial within 25 minutes. The results will be analyzed based on the test. RESULTS Participants of the interventional group would show better score than the control group, with the mean baseline scores of both the groups higher than the initial test. DISCUSSION Through the in depth analysis of the data collected in association with the literature review, it becomes clear that effective training during the early stages of old age may improve the memory in the later stages of the individual’s life. Even though there are several areas to improve such as reasoning, memory, it is established that some of the areas can be retained with successive training programmes. As the brain cells deteriorate, it is recommended that the elderly should always be engaged in memory related or mind related activities. This may include brain games like chess, Sudoku. Memory and cognitive performance may be further improved with training. The following also becomes clear from this study: Memory performance is likely to be higher in people who are physically active. Exercise increases the oxygen intake, which replenishes the brain cells, thus keeping it active and healthy. In people who are engaged in intellectual activities the memory performance is higher when compared to others. Higher level of education or longer formal education improves the memory sharpness among older people because continuing learning creates stronger “nerve cell connection” (Hardy & Scanlon, 2009). There will be no significant gender difference in terms of memory loss as the brain cells function effectively in both genders, that is, when physically active or mentally engaged. Some external factors like stress, pain etc may act as a trigger for memory impairment, which may be most prominent among the lower socio economic group. There will not be any particular difference among the different races in terms of deterioration in memory. References Hardy, J. & Scanlon, M., (2009). The Science Behind Lumosity. Pp. 1-21. Retrieved March 24, 2014, from (n.d.). Learning Theories Cognitive Learning Theories. Pp.104-141. Retrieved March 24, 2014, from < http://peoplelearn.homestead.com/BEduc/Chapter_5.pdf> Rebok, G. W., Ball, K., Guey, L. T., Jones, R. N., Kim, H. Y., King, J. W., Marsiske, M., Morris, J. N. Tennstedt, S. L., Unverzagt,F. W., Willis,S. L., (2014). Ten-Year Effects of the Advanced Cognitive Training for Independent and Vital Elderly Cognitive Training Trial on Cognition and Everyday Functioning in Older Adults. America: The American Geriatrics Society. Vol 62, pp.16-24. Retrieved March 24, 2014, from < http://onlinelibrary.wiley.com/doi/10.1111/jgs.12607/pdf> (n.d.). NINDS CDE Notice of Copyright Hopkins Verbal Learning Test Revised (HVLT-R). pp- 1-2. Retrieved March 24, 2014, from Read More