Enhancing memory for lists by grouped presentation and rehearsal: A pilot study in healthy subjects with unexpected results

Abstract List learning is probably the most established paradigm for the psychometric evaluation of episodic memory deficits in different neuropsychiatric conditions including epilepsy. Strategies which are capable of increasing the test performance might be promising candidates for a therapeutic im...

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Bibliographic Details
Published in:Seizure (London, England) England), 2009-12, Vol.18 (10), p.711-715
Main Authors: Hoppe, Christian, Stojanovic, Jelena, Elger, Christian E
Format: Article
Language:English
Subjects:
Adolescent
Chi-Square Distribution
Episodic memory
Female
Humans
Long-term memory
Male
Memory - physiology
Multivariate Analysis
Neurology
Neuropsychological Tests
Pattern Recognition, Visual - physiology
Photic Stimulation - methods
Pilot Projects
Practice (Psychology)
Reaction Time
Temporal grouping
Verbal Learning - physiology
Working memory
Young Adult
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Summary:Abstract List learning is probably the most established paradigm for the psychometric evaluation of episodic memory deficits in different neuropsychiatric conditions including epilepsy. Strategies which are capable of increasing the test performance might be promising candidates for a therapeutic improvement of daily memory performance. Based on the classical ‘temporal grouping effect’ we wanted to evaluate the memory-enhancing potential of disentangling perceiving, rehearsing and encoding by temporally grouped presentation and group-wise reproduction during acquisition. According to the ethical principle of subsidiary the study was performed in healthy adolescents ( N = 126) before setting-up a patient study. Subjects had to learn a list of 12 semantically unrelated nouns and a list of 12 figures during two acquisition trials under one of four experimental conditions defined by the size of presented item groups (GS): GS = 1 (single items, i.e., 12 × 1 item), GS = 3 (4 × 3 items), GS = 6 (2 × 6 items), and GS = 12 (standard presentation mode, i.e., 1 × 12 items). Repeated measures MANOVA confirmed a positive effect of smaller GS on acquisition performance but the grouping condition obtained no effect on immediate and delayed free recall or on yes/no recognition. For verbal retention, GS = 12 even showed a tendency toward an advantage as compared to GS = 3. Although appearing reasonable and promising, facilitating acquisition during list learning by temporal grouping and grouped overt rehearsal turned out to be ineffective with regard to long-term memory encoding and retrieval. A strategy however which fails in healthy subjects is unlikely to obtain a therapeutic potential in patients with memory deficits.
ISSN:1059-1311
1532-2688
DOI:10.1016/j.seizure.2009.10.001