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Memory abilities are known to decline with age and are amongst the most frequent complaints expressed by older adults (Salthouse, 2010). Even though many techniques exist and are taught to improve memory (e.g., loci method, visual imagery techniques for associating names and faces), people rarely use these strategies in daily life (Park et al., 1990). We indeed now know that training memory strategies without explicitly training strategies adaptation and generalization do not result in substantial transfer to untrained tasks (Bottiroli et al., 2013; Rebok et al., 2007), and even less to everyday memory (McDaniel & Bugg, 2012). To efficiently improve everyday memory, a new approach to training and interventions specifically targeting daily life functioning is thus warranted. In this regards, Hertzog and colleagues' (2020) recently issued a framework for designing interventions to successfully improve daily life memory functioning. Relying on a combination of metacognition, cognitive rehabilitation, occupational therapy, cognitive psychology, and behavioral modification approaches, this framework proposes concrete tools to help individuals managing themselves and creating long-lasting habits of mind. In addition to restructuring participants’ beliefs about memory and teaching memory strategies (e.g., spaced retrieval, intentional encoding) and mindful self-regulation (e.g., stop-think-plan-act, optimize habits and routines), the specificity of this approach lies in training participants individually over several weeks (including one-to-one shaping phone calls). By doing so, participants are trained to personalize and apply these strategies in their daily life to their personal goals. Applying this framework, Pearman and colleagues (Pearman et al., 2020) improved healthy older adults’ everyday memory (i.e., fewer everyday memory failures and more successes), sense of control over memory, and objective memory performance in ecological tasks (but not in episodic memory laboratory tasks), as compared to a control group who waited to receive the intervention. In the present study, we built upon and extended Pearman et al.’s (2020) intervention, gearing it more specifically towards improving everyday prospective memory (PM). PM is central to efficient goal pursuit and living autonomously (Hering et al., 2018; Woods et al., 2012) as it is the ability to remember and execute a delayed intention at a specific moment in the future (e.g., remembering to order one’s medication, remembering to pay the bills on time). Unfortunately, PM is also the most frequent memory complaint in older adults (Haas et al., 2020). Although previous studies tackled PM training in older adults and showed promising improvements in PM after training strategies, few of these studies clearly assessed the efficiency of this intervention in everyday PM memory (Hering et al., 2014). Studies investigating this question failed to show long lasting effects, highlighting the need to integrate PM training in daily-life to maintain long-term gains in everyday memory (Insel et al., 2016; Tse et al., 2022). Thus, the present study is the first to train PM in community-dwelling older adults using such a wide array of memory, metacognitive and self-management techniques, and specifically training transfer to daily-life. More specifically, we enriched the original EMMI intervention with psychoeducation (explaining the different memory systems, and discussing – actionable – factors influencing cognitive aging); extensive training of implementation intentions, and mindful breathing techniques to learn how to down regulate stress and mental agitation. Participants will additionally fill out daily memory diaries for a total of 5 weeks. In addition to reporting daily “memory blips” and successes (see Pearman et al., 2020), we will also ask participants to record their prospective intentions for the day (in the morning) and whether they will have carried them out as planned (in the evening). For each intention, participants will indicate which (if any) techniques they used to remember the intention. These daily memory diaries will serve as a basis for discussion during individualized shaping phone calls to help participants master and personalize the strategies that were previously taught. In this project we therefore aim to assess the feasibility and test the (preliminary) efficiency of this training intervention to improve daily life prospective memory in older adults. As a direct result of learning and mastering effective strategies, we expect the intervention to improve PM in older adults for both experimenter-given tasks and self-assigned intentions. Moreover, as PM plays a crucial role in attaining personal goals, and given we also work on restructuring memory beliefs, teaching mindful self-regulation and improving participants’ agency in their daily life, we additionally expect the intervention to improve participants’ sense of self-efficacy, subjective well-being, procrastination tendencies, dispositional mindfulness, and age-related self-concept (also see Cramm et al., 2013). Bottiroli, S., Cavallini, E., Dunlosky, J., Vecchi, T., & Hertzog, C. (2013). The importance of training strategy adaptation: A learner-oriented approach for improving older adults’ memory and transfer. Journal of Experimental Psychology. Applied, 19(3), 205‑218. https://doi.org/10.1037/a0034078 Cramm, J. M., Hartgerink, J. M., Steyerberg, E. W., Bakker, T. J., Mackenbach, J. P., & Nieboer, A. P. (2013). Understanding older patients’ self-management abilities: Functional loss, self-management, and well-being. Quality of Life Research, 22(1), 85‑92. https://doi.org/10.1007/s11136-012-0131-9 Haas, M., Zuber, S., Kliegel, M., & Ballhausen, N. (2020). Prospective memory errors in everyday life: Does instruction matter? Memory (Hove, England), 28(2), 196‑203. https://doi.org/10.1080/09658211.2019.1707227 Hering, A., Kliegel, M., Rendell, P. G., Craik, F. I. M., & Rose, N. S. (2018). Prospective Memory Is a Key Predictor of Functional Independence in Older Adults. Journal of the International Neuropsychological Society: JINS, 24(6), 640‑645. https://doi.org/10.1017/S1355617718000152 Hering, A., Rendell, P. G., Rose, N. S., Schnitzspahn, K. M., & Kliegel, M. (2014). Prospective memory training in older adults and its relevance for successful aging. Psychological Research, 78(6), 892‑904. https://doi.org/10.1007/s00426-014-0566-4 Hertzog, C., Pearman, A., Lustig, E., & Hughes, M. (2020). Fostering Self-Management of Everyday Memory in Older Adults: A New Intervention Approach. Frontiers in Psychology, 11, 560056. https://doi.org/10.3389/fpsyg.2020.560056 Insel, K. C., Einstein, G. O., Morrow, D. G., Koerner, K. M., & Hepworth, J. T. (2016). Multifaceted Prospective Memory Intervention to Improve Medication Adherence. Journal of the American Geriatrics Society, 64(3), 561‑568. https://doi.org/10.1111/jgs.14032 McDaniel, M. A., & Bugg, J. M. (2012). Memory training interventions: What has been forgotten? Journal of Applied Research in Memory and Cognition, 1(1), 45‑50. https://doi.org/10.1016/j.jarmac.2011.11.002 Park, D. C., Smith, A. D., & Cavanaugh, J. C. (1990). Metamemories of memory researchers. Memory & Cognition, 18(3), 321‑327. Pearman, A., Lustig, E., Hughes, M. L., & Hertzog, C. (2020). Initial Evidence for the Efficacy of an Everyday Memory and Metacognitive Intervention. Innovation in Aging, 4(6), igaa054. https://doi.org/10.1093/geroni/igaa054 Rebok, G. W., Carlson, M. C., & Langbaum, J. B. S. (2007). Training and maintaining memory abilities in healthy older adults: Traditional and novel approaches. The Journals of Gerontology. Series B, Psychological Sciences and Social Sciences, 62 Spec No 1, 53‑61. https://doi.org/10.1093/geronb/62.special_issue_1.53 Salthouse, T. A. (2010). Selective review of cognitive aging. Journal of the International Neuropsychological Society: JINS, 16(5), 754‑760. https://doi.org/10.1017/S1355617710000706 Tse, Z. C. K., Cao, Y., Ogilvie, J. M., Chau, B. K. H., Ng, D. H. C., & Shum, D. H. K. (2022). Prospective Memory Training in Older Adults: A Systematic Review and Meta-Analysis. Neuropsychology Review. https://doi.org/10.1007/s11065-022-09536-5 Woods, S. P., Weinborn, M., Velnoweth, A., Rooney, A., & Bucks, R. S. (2012). Memory for Intentions is Uniquely Associated with Instrumental Activities of Daily Living in Healthy Older Adults. Journal of the International Neuropsychological Society, 18(1), 134‑138. https://doi.org/10.1017/S1355617711001263 |
