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Application of errorless learning in dementia
Published in Catherine Haslam, Roy P.C. Kessels, Errorless Learning in Neuropsychological Rehabilitation, 2018
This was replicated in subsequent studies. Using a multiple-baseline design, Provencher, Bier, Audet and Gagnon (2008) later described a case study in which they successfully taught a new route to an Alzheimer patient using an EL approach. Kixmiller (2002) was able to teach five Alzheimer patients event- and time-based prospective memory tasks using EL learning principles. Event-based tasks included answering a phone call, making notes and sending out a postcard. Time-based tasks included picking up a newspaper, reading it, making notes and leaving a message on someone’s voicemail at a specific time. Furthermore, Schmitz et al. (2014) showed that learning under EL conditions (incorporating feed-forward cueing to provide instruction before the activity or step was carried out) resulted in faster reaction times than learning with error (where feedback was only given when an error was made).
Cognitive Aging
Published in Rachael E. Docking, Jennifer Stock, International Handbook of Positive Aging, 2017
Nelson A. Roque, Walter R. Boot
Prospective memory refers to remembering to complete some intention in the future. For example, you may need to remember to take a medication this evening with dinner, or you may need to remember to leave by 1pm for a doctor’s appointment to be there on time. In a meta-analysis of prospective memory studies, it was found that on laboratory tasks of both time-based prospective memory (remembering to perform a task at a specific time) and event-based prospective memory (remembering to perform a task after a specific event), younger adults outperformed older adults. However, with more naturalistic tasks, older adults may show an advantage compared to younger adults (Henry et al., 2004).
Memory and Executive Dysfunction in Elderly People: The Role of the Frontal Lobes
Published in José León-Carrión, Margaret J. Giannini, Behavioral Neurology in the Elderly, 2001
Ingrid C. Friesen, Catherine A. Mateer
Prospective memory, or the memory for an intended action, has been shown to be inferior in older adults compared with younger adults.36–38 Older adults seem to do most poorly on the prospective memory tasks that require the greatest selfinitiation, namely, time-based tasks. Time-based prospective memory tasks require that the individual monitor the passage of time prior to executing the appropriate response. This is in contrast to event-based prospective memory tasks in which a cue in the external environment prompts the individual to carry out the task at the appropriate time.
Occupational performance goals and outcomes of time-related interventions for children with ADHD
Published in Scandinavian Journal of Occupational Therapy, 2021
Birgitta Wennberg, Gunnel Janeslätt, Per A. Gustafsson, Anette Kjellberg
Children and adolescents with attention deficit hyperactivity disorder (ADHD) have deficits in executive functioning, including organizing materials and activities, time management and planning [1–6]. Specific problems related to time duration discrimination and time reproduction have also been recognized in children with ADHD [4,6–8]. Noreika et al. [7] stated in a review that persons with ADHD have deficits in motor timing, time estimation and temporal foresight. Mioni et al. [9] found that children with ADHD performed less accurately on time-based prospective memory tasks and used less efficient clock-checking strategies than typically developed children of the same age. Time-based prospective memory is a part of time management functions and can ‘ensure that one behaviour stops and another begins at a specific time’ [10]. This is in line with earlier research showing that children with ADHD have a time-processing ability (TPA) below age expectations [11,12].
A meta-analysis of task-related influences in prospective memory in traumatic brain injury
Published in Neuropsychological Rehabilitation, 2019
Daniela Wong Gonzalez, Lori Buchanan
The type of prospective memory cues and the nature of the ongoing task are thought to influence performance (*Carlesimo, Casadio, & Caltagirone, 2004; *Henry et al., 2007; Kliegel et al., 2008; McDaniel & Einstein, 2000; Mioni, Rendell, Henry, Cantagallo, & Stablum, 2013; *Raskin et al., 2012). There is a distinction between event-based and time-based prospective memory cues (Graf & Uttl, 2001; McDaniel & Einstein, 2000). Time-based prospective memory refers to performing intended actions in response to a time cue (e.g. calling a friend at 4:00 pm); whereas event-based prospective memory refers to performing previously formed intentions when cued by events (e.g. driving to the grocery store upon seeing a sign).