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Published in Emmanuel Tsekleves, John Keady, Design for People Living with Dementia, 2021
Emmanuel Tsekleves, John Keady
In addition to this, from what is known about procedural memory, we might expect that even when people living with dementia do not know that they have done an activity (such as being unable to remember or explain their involvement), they may still know how to do it (Phinney et al., 2007). People living with dementia need more support than so-called ‘healthy’ older people do and they are less likely to use conscious strategies even when supervised (Nygård, 2004). This is a capacity issue that could be supported by the design of a familiar environment, based on familiar activities and drawing on biographical memories or remembered life storylines. Design research could clearly contribute in the environment design, but it can also identify strategies that people living with dementia initiate and use without conscious implementation in their daily activities. In achieving this, it is equally important to involve caregivers and family members in both the research and the design of the strategies, in order to provide better care support.
Sleep Promoting Improvement of Declarative Memory
Published in Bahman Zohuri, Patrick J. McDaniel, Electrical Brain Stimulation for the Treatment of Neurological Disorders, 2019
Bahman Zohuri, Patrick J. McDaniel
Procedural memory is the type of implicit memory that enables us to carry out commonly learned tasks without consciously thinking about them. It’s our “how to” knowledge. Riding a bike, tying a shoe and washing dishes are all tasks that require procedural memory. Even what we think of as “natural” tasks, such as walking, require procedural memory. Though we can do such tasks fairly easily, it’s often hard to verbalize exactly how we do them. Procedural memory likely uses a different part of the brain than episodic memory—with brain injuries, you can lose one ability without losing the other. That’s why a person who has experienced amnesia and forgets much about his or her personal life often retains procedural memory: how to use a fork or drive a car, for example.
Memory
Published in Andrea Utley, Motor Control, Learning and Development, 2018
Procedural memory is memory storage of skills and procedures. This type of memory has also been referred to as ‘implicit’. Procedural memory is involved in tasks such as remembering how to play the piano, drive a car, ride a bike or play soccer. This is ‘know how’ memory, which often can only be expressed by performing the specific skill, and people have problems verbalizing what they are doing and why. Procedural memory is therefore very important in human motor performance; however, it is also slow and it needs many trials – or in other words, a lot of rehearsal or practice. Once established, procedural memories are not lost even after many years without rehearsal. Cavaco et al. (2004) conducted a study that looked at the distinction between declarative and procedural memory. They asked patients with amnesia, and matched controls, to perform tasks that were based on real-world procedures and declarative memory tasks. The patients with amnesia maintained and retained performance at the same level as the controls on the procedural tasks, but they were much worse on the declarative tasks.
Lifelogging as a rehabilitation tool in patients with amnesia: A narrative literature review on the effect of lifelogging on memory loss
Published in Neuropsychological Rehabilitation, 2022
Tijmen van Teijlingen, Erik Oudman, Albert Postma
Given the importance of memory functions for both daily life activities and sense of identity and personal self, the attention for rehabilitation techniques to deal with memory loss has substantially increased in the last decades. Memory rehabilitation techniques can be divided into internal and external memory aid techniques and aim to rehabilitate memory. Moderately successful examples of memory rehabilitation techniques have mainly focused on these internal rehabilitation strategies, such as cue-based learning and errorless learning (Kessels & Haan, 2003; Middleton & Schwartz, 2012). Such methods, although proven to be effective, are mainly focused on procedural memory, i.e., skill learning. For the domain of episodic memory, effective rehabilitation techniques are sparse and limited successful. A promising exemption might be offered by so called “lifelogging devices.” Lifelogging can be described as a process by which individuals are able to create and elaborate, an external record of daily life activities (Dodge & Kitchin, 2007), that they as well as others can review at a later moment.
Errorless (re)learning of everyday activities in patients with Korsakoff’s syndrome: A feasibility study
Published in Neuropsychological Rehabilitation, 2019
Yvonne C. M. Rensen, Jos I. M. Egger, Josette Westhoff, Serge J. W. Walvoort, Roy P. C. Kessels
Recently, it has been suggested that implicit aspects of learning and memory, including procedural memory, might be preserved in Korsakoff’s syndrome (for reviews see Hayes, Fortier, Levine, Milberg, & McGlinchey, 2012; Kopelman et al., 2009; Oudman, Nijboer, Postma, Wijnia, & Stigchel, 2015). Procedural memory refers to the acquisition of skills occurring without conscious awareness (i.e., ‘learning by doing’; Hayes et al., 2012). This spared implicit capacity may be applied for (re)learning instrumental activities of daily living in patients with Korsakoff’s syndrome, and potentially increasing patients’ autonomy (Schmitz et al., 2014). Others have suggested that the (re)learning of skills relies on explicit, rather than implicit memory processes (Hunkin, Squires, Parkin, & Tidy, 1998; Pitel et al., 2010) in patients with mild-to-moderate memory disorders. Hunkin et al. (1998), for instance, suggested that it is the residual explicit memory that benefits from error prevention during learning. Whether successful learning in patients with amnesia is driven by intact implicit memory or on the residual explicit memory remains under debate.
Assessment of memory functioning over two years following severe childhood traumatic brain injury: results of the TGE cohort
Published in Brain Injury, 2019
Solène Viot, Hugo Câmara-Costa, Watier Laurence, Leila Francillette, Hanna Toure, Dominique Brugel, Anne Laurent-Vannier, Georges Dellatolas, André Gillibert, Philippe Meyer, Mathilde Chevignard
Memory, defined as the persistence of the information learned over time, allowing its appropriate subsequent reuse, is a complex and dynamic process, divided into four stages: encoding, storage, consolidation and recall. Each stage can be involved in visual and verbal, immediate and delayed modalities, and those processes interact with other cognitive functions, such as executive functions, attention, and intellectual ability (24). Memory develops throughout childhood and adolescence and is essential for any learning, with obvious implication, among other domains of everyday life, in the child’s education and school functioning. Tulving describes a sequential process for the development of memory, from procedural memory to episodic memory (25–27). Procedural memory abilities tend to mature earlier in the lifespan, while episodic recall ability matures at a later stage in life (25–27).