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OBJECTIVE

Self-Efficacy and Memory Aging: The Impact of a Memory Intervention Based on Self-Efficacy ROBIN L. WEST, DANA K. BAGWELL* AND ALISSA DARK-FREUDEMAN University of Florida, Gainesville, FL, USA A. Dean Sherzai MD, MAS HPRO 588 winter 2010 February 18, 2010. OBJECTIVE.

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OBJECTIVE

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  1. Self-Efficacy and Memory Aging: The Impact of a Memory Intervention Based on Self-EfficacyROBIN L. WEST, DANA K. BAGWELL* AND ALISSA DARK-FREUDEMANUniversity of Florida, Gainesville, FL, USAA. Dean Sherzai MD, MASHPRO 588winter 2010February 18, 2010

  2. OBJECTIVE • to test an effective multifactorial approach to training centered on increasing self-efficacy and memory performance

  3. BACKGROUND • By the age 65 many will have experienced significant cumulative burden on their memory • Social Stereotypes regarding memory loss • Success begets success • Programs that raise self-efficacy along with performance more likely to succeed • Subjective memory beliefs can be changed during training, but with mixed outcomes • combination of self-efficacy and strategy training

  4. BACKGROUND • Self-regulatory beliefs, such as self-efficacy, have the power to influence performance • Self efficacy is central driving force in Social Cognitive Theory (SCT) • Self Efficacy important in memory and other cognitive tasks • No memory training programs have targeted Self-efficacy beliefs

  5. DESIGN • Recruited 84 (range=54-92, M=69.9, SD=8.5) healthy (3.0 on scale of 1-10) volunteers • Education (M=15.3 years, SD=2.9) • 6-Week memory training class • Seven groups, varying in size from 9 to 18 people, were randomly assigned to control or training conditions • Measures administered in group interviews

  6. DESIGN • Level 1 and Level 2 tests administered for Immediate recall tasks (shopping lists, names, and stories) • At Level 1, 1 min of study time was permitted, with 5 min retrieval time. • Questionnaires were administered between Level 1 and Level 2 tests • Each Level 2 recall test was followed by a strategy checklist • Participants were asked to indicate how confident they were that they could complete each tasks (0-100%) • Three subscales of the Meta-memory in Adulthood (MIA) assessment were utilized: achievement, anxiety, and locus of control (averaged 1-5)- at pretest, & posttest-2

  7. DESIGN • Pretest (week 1), posttest-1 (week 5), and posttest-2 (week 9) interviews were conducted • Waiting-list control participants were trained after posttest-1 or after posttest-2 • Primary analyses for training impact on memory compared the posttest-1 results for the training group with both wait-list groups • Also compared posttest-2 with controls on self-efficacy and memory • Posttest-2 scores were compared to posttest-1 scores for main group of trainees, to examine maintenance

  8. RESULTS Means and standard errors as a function of training condition and interview session

  9. RESULTS Performance on three tasks across three interviews, as a function of training condition

  10. RESULTS Means and standard errors as a function of training condition and interview session

  11. RESULTS Means and standard errors as a function of training condition and interview session

  12. RESULTS Change in beliefs as a function of training condition (standardized scores)

  13. CONCLUSION • The findings in this study suggest that an integrated and comprehensive training program that incorporates principles of self-efficacy theory has great potential for improving older adults’ memory ability, as well as increases in locus of control over memory

  14. CRITIQUE • The wide age range (54-92) with a relatively small N (84) allows for a great deal of confound • Intrinsic cognitive decline with advancing age • Differential intrinsic neural processing • Different internal memory techniques used • This was a highly educated population, and results of increased strategy usage among both groups reveals this fact-thus could they be more receptive to training? • Most of measures were through self report, thus not objective measures

  15. Questions • Which elements for enhancing self efficacy are key to the observed effects? • As is a universal issue– could similar techniques be instituted at the community level? • What would determine the different strategies subjects use? • Could newer technologies be used to institute such techniques at home? APP?

  16. REFERENCES • Dunlosky, J., Kubat-Silman, A. K., & Hertzog, C. (2003). Training monitoring skills improves older adults’ self-paced associative learning. Psychology and Aging, 18, 340–345. • Questionnaire. Psychopharmacology Bulletin, 24, 671–688.West, R. L., Thorn, R. M., & Bagwell, D. K. (2003). Memory performance and beliefs as a function of goal setting and aging. Psychology and Aging, 18, 111–125. • Robin L. W., Dana K.B., & Alissa D.F. (2008). Self-Efficacy and Memory Aging: The Impact of a Memory Intervention Based on Self-Efficacy. Aging, Neuropsychology, and cognition, 14, 302-329.

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