Study Results
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View full resultsBasic Information
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COMPLETED
NA
68 participants
INTERVENTIONAL
2021-03-15
2021-12-10
Brief Summary
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Detailed Description
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Conditions
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Study Design
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RANDOMIZED
PARALLEL
BASIC_SCIENCE
NONE
Study Groups
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Everyday Metacognitive Memory
Training in techniques for managing memory demands in everyday life
Everyday Metacognitive Memory Intervention
Provides training in use of techniques and procedures to enhance proactive self-regulatory control over everyday memory demands, including strategies for learning information, planning for meeting everyday goals, and monitoring of efficacy of goal pursuit.
Memory Strategy Control
Trains the use of memory strategies for learning new associations and concepts
Memory Strategy Control Intervention
Trains use of standard mnemonic techniques such as imagery and sentence generation for learning new associations and organizational and distinctiveness-based strategies for learning sets of items (e.g., word lists).
Interventions
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Everyday Metacognitive Memory Intervention
Provides training in use of techniques and procedures to enhance proactive self-regulatory control over everyday memory demands, including strategies for learning information, planning for meeting everyday goals, and monitoring of efficacy of goal pursuit.
Memory Strategy Control Intervention
Trains use of standard mnemonic techniques such as imagery and sentence generation for learning new associations and organizational and distinctiveness-based strategies for learning sets of items (e.g., word lists).
Eligibility Criteria
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Inclusion Criteria
* in fair to good health
* free of major neurocognitive impairment
* English speaking
* endorsed Smartphone and computer users (or willing to learn)
Exclusion Criteria
* 1.5 SD below age-normed mean (or lower) on the TICS
* low computer and smart phone literacy
* and poor self-rated health.
70 Years
85 Years
ALL
Yes
Sponsors
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National Institute on Aging (NIA)
NIH
Georgia Institute of Technology
OTHER
Responsible Party
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Principal Investigators
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Christopher Hertzog, Ph.D
Role: PRINCIPAL_INVESTIGATOR
Georgia Institute of Technology
Locations
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Adult Cognition Lab
Atlanta, Georgia, United States
Countries
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References
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Bailey H, Dunlosky J, Hertzog C. Metacognitive training at home: does it improve older adults' learning? Gerontology. 2010;56(4):414-20. doi: 10.1159/000266030. Epub 2009 Dec 11.
Bailey HR, Dunlosky J, Hertzog C. Does strategy training reduce age-related deficits in working memory? Gerontology. 2014;60(4):346-56. doi: 10.1159/000356699. Epub 2014 Feb 27.
Bottiroli S, Cavallini E, Dunlosky J, Vecchi T, Hertzog C. The importance of training strategy adaptation: a learner-oriented approach for improving older adults' memory and transfer. J Exp Psychol Appl. 2013 Sep;19(3):205-18. doi: 10.1037/a0034078. Epub 2013 Aug 26.
Bottiroli S, Cavallini E, Dunlosky J, Vecchi T, Hertzog C. Self-guided strategy-adaption training for older adults: Transfer effects to everyday tasks. Arch Gerontol Geriatr. 2017 Sep;72:91-98. doi: 10.1016/j.archger.2017.05.015. Epub 2017 Jun 7.
Dunlosky J, Cavallini E, Roth H, McGuire CL, Vecchi T, Hertzog C. Do self-monitoring interventions improve older adult learning? J Gerontol B Psychol Sci Soc Sci. 2007 Jun;62 Spec No 1:70-6. doi: 10.1093/geronb/62.special_issue_1.70.
Dunlosky J, Hertzog C. Measuring strategy production during associative learning: the relative utility of concurrent versus retrospective reports. Mem Cognit. 2001 Mar;29(2):247-53. doi: 10.3758/bf03194918.
Dunlosky, J., Hertzog, C., Kennedy, M. R. T., & Thiede, K. W. (2005). The self-monitoring approach for effective learning. Cognitive Technology, 10, 4-11.
Dunlosky J, Kubat-Silman AK, Hertzog C. Training monitoring skills improves older adults' self-paced associative learning. Psychol Aging. 2003 Jun;18(2):340-5. doi: 10.1037/0882-7974.18.2.340.
Hertzog C, McGuire CL, Horhota M, Jopp D. Does believing in "use it or lose it" relate to self-rated memory control, strategy use, and recall? Int J Aging Hum Dev. 2010;70(1):61-87. doi: 10.2190/AG.70.1.c.
Hertzog C, Sinclair SM, Dunlosky J. Age differences in the monitoring of learning: cross-sectional evidence of spared resolution across the adult life span. Dev Psychol. 2010 Jul;46(4):939-48. doi: 10.1037/a0019812.
Hertzog C, Dunlosky J. Metacognition in Later Adulthood: Spared Monitoring Can Benefit Older Adults' Self-regulation. Curr Dir Psychol Sci. 2011 Jun;20(3):167-173. doi: 10.1177/0963721411409026.
Hertzog C, Lineweaver TT, Hines JC. Computerized assessment of age differences in memory beliefs. Percept Mot Skills. 2014 Oct;119(2):609-28. doi: 10.2466/03.10.PMS.119c23z4. Epub 2014 Sep 26.
Hertzog C, Lustig E, Pearman A, Waris A. Behaviors and Strategies Supporting Everyday Memory in Older Adults. Gerontology. 2019;65(4):419-429. doi: 10.1159/000495910. Epub 2019 Feb 8.
Lineweaver, T. T., & Hertzog, C. (1998). Adults' efficacy and control beliefs regarding memory and aging: Separating general from personal beliefs. Aging, Neuropsychology, and Cognition 5, 264-296. doi: 10.1076/anec.5.4.264.771
Provided Documents
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Document Type: Study Protocol
Document Type: Statistical Analysis Plan
Document Type: Informed Consent Form
Other Identifiers
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H19341
Identifier Type: -
Identifier Source: org_study_id
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