Everyday Memory Intervention

NCT04088136 | Completed Results

• 2 other identifiers: H193411R21AG059942-01A1
• Study Type: interventional
• Target: 68
• Locations: 1 country
• Sites: 1

Brief Summary

Evaluates an intervention designed to improve everyday memory function, contrasting people receiving the intervention with a group that receives traditional memory strategy training.

Conditions

Aging

Keywords

everyday memory; ecological momentary assessment; memory complaint; metacognition; mnemonics; external aids

Outcome Measures

Primary Outcomes (10)

• Everyday Memory Failures

  Across the data collection period, participants audio recorded descriptions of their memory failures on a smartphone app. The audio recordings were transcribed and then cleaned and qualitatively coded so that the number of memory failures each participant reported during the data collection period could be counted. The data was qualitatively coded to ensure an accurate count of the number of memory failures per participant without counting duplicate events or accidental reports. Average daily number of reported memory failures from EMA \& daily diaries is reported.

  minimum 8 day period after training on app prior to posttest

• Prospective Memory Lab Contacts

  Number of successfully completed lab contacts (maximum of 4)

  Two weeks prior to posttest

• Prospective Memory Lab Contact Efficiency

  median absolute time deviation (in minutes) from scheduled lab contact for completed contacts

  Two weeks prior to posttest

• Everyday Cognition Simulation Task: ATM Task (Number of Errors)

  Computerized task to simulate use of an ATM machine. Measure: number of errors

  posttest only

• Czaja Everyday Cognition Simulation Task: Prescription Refill Task (Number of Errors)

  Computerized task to simulate use of an automated telephone program to refill prescriptions. Measure: Number of errors

  posttest only

• Free Recall Test

  Computerized task to present 30 concrete nouns, 6 from 5 taxonomic categories (Hultsch, Hertzog, Dixon, \& Small, 1998) Measure is proportion of 30 words recalled

  pretest and posttest (approximately 1 month lag)

• Associative Recall Test

  Computerized task to present 40 concrete-concrete associatively unrelated noun pairs (Hertzog, Sinclair, \& Dunlosky, 2010) Outcome is proportion of 40 words correctly recalled.

  pretest and posttest (approximately 1 month lag)

• Story Recall

  gist recall of narrative story (total number of propositions (ideas) from story recalled)

  posttest only

• Everyday Cognition Simulation Task: ATM Task (Time in Seconds)

  Computerized task to simulate use of an ATM machine. Measure: time to complete task (in seconds)

  posttest only

• Czaja Everyday Cognition Simulation Task: Prescription Refill Task (Time in Seconds)

  Computerized task to simulate use of an automated telephone program to refill prescriptions. Measure: time to complete task (in seconds)

  posttest only

Secondary Outcomes (5)

• MFQ Memory Complaint (Frequency of Forgetting Scale)

  pretest and posttest (approximately 1 month lag)

• PBMI Specific Memory Self-Efficacy

  pretest and posttest (approximately 1 month lag)

• PBMI Memory Control

  pretest and posttest (approximately 1 month lag)

• MCQ Internal Scale

  pretest and posttest (approximately 1 month lag)

• MCQ External

  pretest and posttest (approximately 1 month lag)

Study Arms (2)

Everyday Metacognitive Memory

EXPERIMENTAL

Training in techniques for managing memory demands in everyday life

Behavioral: Everyday Metacognitive Memory Intervention

Memory Strategy Control

ACTIVE COMPARATOR

Trains the use of memory strategies for learning new associations and concepts

Behavioral: Memory Strategy Control Intervention

Interventions

Everyday Metacognitive Memory Intervention BEHAVIORAL

Provides training in use of techniques and procedures to enhance proactive self-regulatory control over everyday memory demands, including strategies for learning information, planning for meeting everyday goals, and monitoring of efficacy of goal pursuit.

Everyday Metacognitive Memory

Memory Strategy Control Intervention BEHAVIORAL

Trains use of standard mnemonic techniques such as imagery and sentence generation for learning new associations and organizational and distinctiveness-based strategies for learning sets of items (e.g., word lists).

Memory Strategy Control

Eligibility Criteria

• Age: 70 Years - 85 Years
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Older Adult (65+)

You may qualify if:

• years of age
• in fair to good health
• free of major neurocognitive impairment
• English speaking
• endorsed Smartphone and computer users (or willing to learn)

You may not qualify if:

• diagnosis of any major neurological problems (e.g. stroke, Parkinson's disease, dementia)
• SD below age-normed mean (or lower) on the TICS
• low computer and smart phone literacy
• and poor self-rated health.

Sponsors & Collaborators

• Georgia Institute of Technology: lead
• National Institute on Aging (NIA): collaborator

Study Sites (1)

Adult Cognition Lab

Atlanta, Georgia, 30332, United States

Location

Related Publications (14)

• Bailey H, Dunlosky J, Hertzog C. Metacognitive training at home: does it improve older adults' learning? Gerontology. 2010;56(4):414-20. doi: 10.1159/000266030. Epub 2009 Dec 11.

  PMID: 20016124 BACKGROUND

• Bailey HR, Dunlosky J, Hertzog C. Does strategy training reduce age-related deficits in working memory? Gerontology. 2014;60(4):346-56. doi: 10.1159/000356699. Epub 2014 Feb 27.

  PMID: 24577079 BACKGROUND

• Bottiroli S, Cavallini E, Dunlosky J, Vecchi T, Hertzog C. The importance of training strategy adaptation: a learner-oriented approach for improving older adults' memory and transfer. J Exp Psychol Appl. 2013 Sep;19(3):205-18. doi: 10.1037/a0034078. Epub 2013 Aug 26.

  PMID: 23978160 BACKGROUND

• Bottiroli S, Cavallini E, Dunlosky J, Vecchi T, Hertzog C. Self-guided strategy-adaption training for older adults: Transfer effects to everyday tasks. Arch Gerontol Geriatr. 2017 Sep;72:91-98. doi: 10.1016/j.archger.2017.05.015. Epub 2017 Jun 7.

  PMID: 28609674 BACKGROUND

• Dunlosky J, Cavallini E, Roth H, McGuire CL, Vecchi T, Hertzog C. Do self-monitoring interventions improve older adult learning? J Gerontol B Psychol Sci Soc Sci. 2007 Jun;62 Spec No 1:70-6. doi: 10.1093/geronb/62.special_issue_1.70.

  PMID: 17565167 BACKGROUND

• Dunlosky J, Hertzog C. Measuring strategy production during associative learning: the relative utility of concurrent versus retrospective reports. Mem Cognit. 2001 Mar;29(2):247-53. doi: 10.3758/bf03194918.

  PMID: 11352207 BACKGROUND

• Dunlosky, J., Hertzog, C., Kennedy, M. R. T., & Thiede, K. W. (2005). The self-monitoring approach for effective learning. Cognitive Technology, 10, 4-11.

  BACKGROUND

• Dunlosky J, Kubat-Silman AK, Hertzog C. Training monitoring skills improves older adults' self-paced associative learning. Psychol Aging. 2003 Jun;18(2):340-5. doi: 10.1037/0882-7974.18.2.340.

  PMID: 12825781 BACKGROUND

• Hertzog C, McGuire CL, Horhota M, Jopp D. Does believing in "use it or lose it" relate to self-rated memory control, strategy use, and recall? Int J Aging Hum Dev. 2010;70(1):61-87. doi: 10.2190/AG.70.1.c.

  PMID: 20377166 BACKGROUND

• Hertzog C, Sinclair SM, Dunlosky J. Age differences in the monitoring of learning: cross-sectional evidence of spared resolution across the adult life span. Dev Psychol. 2010 Jul;46(4):939-48. doi: 10.1037/a0019812.

  PMID: 20604613 BACKGROUND

• Hertzog C, Dunlosky J. Metacognition in Later Adulthood: Spared Monitoring Can Benefit Older Adults' Self-regulation. Curr Dir Psychol Sci. 2011 Jun;20(3):167-173. doi: 10.1177/0963721411409026.

  PMID: 24478539 BACKGROUND

• Hertzog C, Lineweaver TT, Hines JC. Computerized assessment of age differences in memory beliefs. Percept Mot Skills. 2014 Oct;119(2):609-28. doi: 10.2466/03.10.PMS.119c23z4. Epub 2014 Sep 26.

  PMID: 25259780 BACKGROUND

• Hertzog C, Lustig E, Pearman A, Waris A. Behaviors and Strategies Supporting Everyday Memory in Older Adults. Gerontology. 2019;65(4):419-429. doi: 10.1159/000495910. Epub 2019 Feb 8.

  PMID: 30739118 BACKGROUND

• Lineweaver, T. T., & Hertzog, C. (1998). Adults' efficacy and control beliefs regarding memory and aging: Separating general from personal beliefs. Aging, Neuropsychology, and Cognition 5, 264-296. doi: 10.1076/anec.5.4.264.771

  BACKGROUND

Limitations and Caveats

We were forced to change the protocol to allow only remote participation from home given the COVID-19 pandemic. Adjusting assessment procedures took time and also forced us to reduce the scope of the intervention, especially one on one shaping of trained procedures, given constraints on available staff to coach participants with an accelerated testing schedule. Changes in assessment procedures led to some lost data through failed programs or participant errors in saving data.

Results Point of Contact

• Title: Dr. Christopher Hertzog
• Organization: Georgia Institute of Technology

ch18@gatech.edu

404-894-6774

Study Officials

• Christopher Hertzog, Ph.D

  Georgia Institute of Technology

  PRINCIPAL INVESTIGATOR

Publication Agreements

• PI is Sponsor Employee: No
• Restrictive Agreement: No

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: NONE
• Purpose: BASIC SCIENCE
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: SPONSOR

Study Record Dates

• First Submitted: September 11, 2019
• First Posted: September 12, 2019
• Study Start: March 15, 2021
• Primary Completion: December 10, 2021
• Study Completion: December 10, 2021
• Last Updated: May 1, 2024
• Results First Posted: May 1, 2024

Record last verified: 2024-04

Data Sharing

• IPD Sharing: Will not share

Locations

US (1)