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Introduction: The present research aims to investigate the efficacy of a newly developed memory training strategy on improving the memory capabilities of students with learning impairments. Methods: Involving thirty male and female students with learning challenges, the study divided participants into experimental and control groups, with the former undergoing a novel memory training program. Memory was evaluated before and after a 3-month training period using a recall assessment technique developed from prior studies. Results: Findings indicated statistically significant differences in memory scores between the experimental and control groups on the novel memory scale (total score) and its aspects (Auditory, Visual, and Visual kinesthetic memory), with improvements noted only in the experimental group. Gender did not significantly impact the scores, and there was no significant interaction between gender and group on training outcomes, suggesting the training's universal applicability. Discussion: The study demonstrates that a novel memory training course can significantly enhance memory functions in students with learning impairments, irrespective of gender. These results offer promising directions for integrating cognitive training into educational strategies to support students facing learning challenges. [ABSTRACT FROM AUTHOR]

Over recent decades, the science of teaching and learning has started to provide research-based guidance for educational practices as well as a growing collaboration between neuroscientists, practitioners, and psychologists to create a common language in neuro-educational theory and practice (Chang et al, 2021; Dubinsky et al, 2019; Zadina, 2015). This theoretical paper explores the developments of brain science research and its connection to teaching and learning, focusing on the fundamental and essential processes that schools should implement within the framework of the science of teaching and learning. It brings to the forefront the importance of the responsibility of practitioners on the neuroscience level, including everything from challenging the idea of fixed intelligence to content learning to thinking carefully about promoting and enhancing self-regulated learning, growth mindset, executive function skills, emotional intelligence, as well as memory training. Additionally, it highlights the pivotal role of sleep in the context of learner performance and the overall quality of the learning experience. Strategies that support well-being and their impact on the quality of learning are also addressed. This contribution serves to bridge the gap between educational theory and practice, affirming the integral role that neuroscience plays in enhancing the teaching and learning processes. [ABSTRACT FROM AUTHOR]

In this study, we examined the effects of memory training on cognitive function and depressive symptoms in a cohort of 794 healthy adults aged 50 years or older. Participants were divided into an active intervention group and a passive intervention group, with various cognitive measures assessed over a one-year period. Univariate analysis revealed that the active intervention group consistently outperformed the passive group in measures of memory self-perception (Memory Complaint Questionnaire—MACQ), depressive symptoms (Geriatric Depression Scale—GDS-4), verbal memory and recall ability (A3LP), and verbal fluency (VF). Significant differences in MACQ scores were observed between the two groups at all time points, indicating enhanced memory self-perception in the active group. GDS-4 scores consistently favored the active group, suggesting a reduction in depressive symptoms. A3LP scores demonstrated that the active group had better verbal memory and recall abilities. VF scores consistently favored the active group, indicating superior language skills and cognitive flexibility. Linear regression model and mixed linear regression model reinforced these findings, with highly significant interaction effects observed between the active/passive group, gender, age, education, and time. These effects were particularly pronounced for MACQ and A3LP scores, indicating the combined impact of these factors on memory self-perception and verbal memory. This study highlights the positive impact of memory training intervention on cognitive function and depressive symptoms in older adults and underscores the importance of considering gender, age, and education in cognitive interventions. Notably, these benefits persist for up to six months from the end of the program. The results provide valuable insights into cognitive changes in aging populations and suggest that tailored memory training programs can yield significant improvements. [ABSTRACT FROM AUTHOR]

Introduction: Memory deficits are one of the common indications of cognitive aging, and they are an essential component for completing day-to-day activities in an effective, timely, and safe manner. Disturbances in memory can have a major impact on an individual’s performance in all areas of occupation. Memory alterations have a substantial influence on numerous elements of everyday living, including sentiments and conceptions of self, connections with others, participation in Activities of Daily Living (ADL), and engagement in leisure activities. Aim: To determine the effectiveness of an occupational therapy Memory Strategy Education Group (MSEG) intervention on memory difficulties and its impact on ADL performance among the geriatric population. Materials and Methods: The present quasi-experimental pre-post-test pilot study was conducted at Department of Occupational Therapy, SRM Institute of Science and Technology, Kattankulathur, Tamil Nadu, India. A total of 10 participants aged 60 years and above were recruited from a community setting through convenience sampling and were divided into an experimental group (n=5) and a control group (n=5). The experimental group participants received MSEG intervention, while the control group participants received conventional occupational therapy memory intervention for three weeks. The Canadian Occupational Performance Measure (COPM), Contextual Memory Test (CMT), and Functional Independence Measure (FIM) were used to measure occupational performance, memory, and ADL. The outcome measure scores within groups were analysed using the Wilcoxon signed-rank test, and the comparison of outcome measures between the groups was analysed using the MannWhitney U test. An alpha level of p=0.05 was considered to be statistically significant. Statistical Package for Social Sciences (SPSS) 24.0 version was used to analyse the data. Results: In the present study, a total of 10 participants from the age group of 60-75 years (mean age=67.4 years) were included, and each group (control and experimental) consisted of five participants (3 males and 2 females). The results showed that there was a significant difference (p0.05) in the post-test scores of the experimental and control groups in FIM (p=0.347). Further analysis revealed a clinically significant difference between the control and experimental groups in post-test scores. Conclusion: The results of the study concluded that the MSEG intervention is effective in improving memory difficulties in the geriatric population but had a lesser effect on improving ADL performance.

BackgroundFemale sex, subjective cognitive decline (SCD), and cardiovascular risk factors (CVRFs) are known risk factors for developing Alzheimer's disease (AD). We previously demonstrated that yoga improved depression, resilience, memory and executive functions, increased hippocampal choline concentrations, and modulated brain connectivity in older adults with mild cognitive impairment.ObjectiveIn this study (NCT03503669), we investigated brain gray matter volume (GMV) changes in older women with SCD and CVRFs following three months of yoga compared to memory enhancement training (MET).MethodsEleven women (mean age = 61.45, SD = 6.58) with CVRF and SCD completed twelve weeks of Kundalini Yoga and Kirtan Kriya (KY + KK) while eleven women (mean age = 64.55, SD = 6.41) underwent MET. Anxiety, resilience, stress, and depression were assessed at baseline and 12 weeks, as were T1-weighted MRI scans (Siemens 3T Prisma scanner). We used Freesurfer 6.0 and tested group differences in GMV change, applying Monte-Carlo simulations with alpha = 0.05. Region-of-interest analysis was performed for hippocampus and amygdala.ResultsCompared to KY + KK, MET showed reductions in GMV in left prefrontal, pre- and post-central, supramarginal, superior temporal and pericalcarine cortices, right paracentral, postcentral, superior and inferior parietal cortices, the banks of the superior temporal sulcus, and the pars opercularis. Right hippocampal volume increased after yoga but did not survive corrections.ConclusionYoga training may offer neuroprotective effects compared to MET in preventing neurodegenerative changes and cognitive decline, even over short time intervals. Future analyses will address changes in functional connectivity in both groups.

Cognitive performance is an important aspect of life. Not only does thinking enable us to act, there is also an interaction between cognitive performance and mental health. It is therefore increasingly important to train and practice one’s cognitive abilities and benefit from brain plasticity. According to Vester’s model of learning types visual, auditiv and haptic impression are imporant for learning. An existing memory training application, which transfers the concept of the game Pairs with personal memories into virtual reality (VR), has now been supplemented with a haptic impression. The original application already establishes the visual and auditory perception channels. With new haptic hardware constantly appearing on the market, the Tactsuit X40 haptic vest from bhaptics has now made it possible to include a third perceptual channel with a wide variation of haptic sensations on various parts of the upper body. Each playing card is associated with an individual image, a piece of music and a vibration pattern. All of which are designed to help the user remember the position of the card. Each of these aspects can be freely enabled and disabled. The result of this work is an application which aims to find if and how strongly haptic impressions influence memory performance. By taking more types of learning into account, we hope to achieve a better memory training. A study has been designed to evaluate the specific aspects of the application and is currently being carried out. In addition to the self-generated haptic patterns, it is also possible to generate haptic impulses based on audio sources. These could possibly provide further support in this application.

IntroductionThe present research aims to investigate the efficacy of a newly developed memory training strategy on improving the memory capabilities of students with learning impairments.MethodsInvolving thirty male and female students with learning challenges, the study divided participants into experimental and control groups, with the former undergoing a novel memory training program. Memory was evaluated before and after a 3-month training period using a recall assessment technique developed from prior studies.ResultsFindings indicated statistically significant differences in memory scores between the experimental and control groups on the novel memory scale (total score) and its aspects (Auditory, Visual, and Visual kinesthetic memory), with improvements noted only in the experimental group. Gender did not significantly impact the scores, and there was no significant interaction between gender and group on training outcomes, suggesting the training's universal applicability.DiscussionThe study demonstrates that a novel memory training course can significantly enhance memory functions in students with learning impairments, irrespective of gender. These results offer promising directions for integrating cognitive training into educational strategies to support students facing learning challenges.

Introduction: Memory deficits are one of the common indications of cognitive aging, and they are an essential component for completing day-to-day activities in an effective, timely, and safe manner. Disturbances in memory can have a major impact on an individual's performance in all areas of occupation. Memory alterations have a substantial influence on numerous elements of everyday living, including sentiments and conceptions of self, connections with others, participation in Activities of Daily Living (ADL), and engagement in leisure activities. Aim: To determine the effectiveness of an occupational therapy Memory Strategy Education Group (MSEG) intervention on memory difficulties and its impact on ADL performance among the geriatric population. Materials and Methods: The present quasi-experimental pre-post-test pilot study was conducted at Department of Occupational Therapy, SRM Institute of Science and Technology, Kattankulathur, Tamil Nadu, India. A total of 10 participants aged 60 years and above were recruited from a community setting through convenience sampling and were divided into an experimental group (n=5) and a control group (n=5). The experimental group participants received MSEG intervention, while the control group participants received conventional occupational therapy memory intervention for three weeks. The Canadian Occupational Performance Measure (COPM), Contextual Memory Test (CMT), and Functional Independence Measure (FIM) were used to measure occupational performance, memory, and ADL. The outcome measure scores within groups were analysed using the Wilcoxon signed-rank test, and the comparison of outcome measures between the groups was analysed using the Mann- Whitney U test. An alpha level of p=0.05 was considered to be statistically significant. Statistical Package for Social Sciences (SPSS) 24.0 version was used to analyse the data. Results: In the present study, a total of 10 participants from the age group of 60-75 years (mean age=67.4 years) were included, and each group (control and experimental) consisted of five participants (3 males and 2 females). The results showed that there was a significant difference (p<0.05) between the post-test scores of the experimental and control groups in COPM-Performance and CMT (p=0.032; p=0.018, respectively). However, there was no statistically significant difference (p>0.05) in the post-test scores of the experimental and control groups in FIM (p=0.347). Further analysis revealed a clinically significant difference between the control and experimental groups in post-test scores. Conclusion: The results of the study concluded that the MSEG intervention is effective in improving memory difficulties in the geriatric population but had a lesser effect on improving ADL performance. [ABSTRACT FROM AUTHOR]

This article examines the impact of the coronavirus pandemic on memory training in Czech public libraries. The theoretical part presents the origin, development and specifics of memory training in libraries. The practical part is devoted to the specific effects of the pandemic on memory training. Based on a questionnaire survey and available literature, new methods and forms of training and their use in practice are described. The development of training in 2022, the post-pandemic period, is also examined. A concrete example of the impact of the coronavirus crisis and how to deal with it is shown using the example of the Moravian-Silesian Research Library in Ostrava. [ABSTRACT FROM AUTHOR]

• What is the primary question addressed by this study? This study examines the neural correlates of the group–counseling–boosted memory training gains in older adults with subjective memory complaints (SMC). • What is the main finding of this study? Improved mood, which may boost memory training gains in older adults with SMC, was associated with changes in the functional resting-state connectivity between the amygdala and hippocampus. • What is the meaning of the finding? This finding suggests that amygdala–hippocampal connectivity may be associated with improved mood–enhanced memory training gains in older adults with SMC. Older adults with subjective memory complaints (SMC) have a higher risk of dementia and commonly demonstrate symptoms of anxiety. This study examined the neural correlates of group counseling (GC)–boosted memory training (MT) gains. This study was an active, controlled, randomized trial. Neighborhoods near the Institute of Psychology of the Chinese Academy of Sciences (CAS). Community-dwelling older adults, aged 60 or above with a minimum of 6 years of education, were recruited through advertisements and flyers posted at community service stations. The amplitude of low-frequency fluctuations and resting-state functional connectivity (rs-FC) analyses were used to examine the neural correlates associated with MT gains enhanced by improved mood in older adults with SMC. Participants were randomly assigned to the combined intervention (CI) or GC group. The CI group received 3 weeks of GC followed by 4 weeks of MT, and the GC group received GC and health lectures. Cognitive function and emotions were assessed before GC (T1), after GC (T2), and after MT (T3). Both groups underwent resting-state functional magnetic resonance imaging scanning at T2 and T3. Alleviated anxiety was positively correlated with rs-FC between the amygdala and left hippocampus and negatively correlated with rs-FC between the amygdala and right hippocampus. MT improvement was negatively correlated with rs-FC between the amygdala and right hippocampus in the CI group; the correlation was not significant after controlling for emotional changes. Amygdala–hippocampal connectivity may be associated with improved mood-enhanced MT gains in individuals with SMC. [ABSTRACT FROM AUTHOR]

This study examined the efficacy of a strategy-based memory training for older adults at short- and long-term with two (5- and 11 months) follow-ups. We also explored whether booster sessions (additional training before the first follow-up) facilitated the maintenance of benefits. Thirty-three older adults received a training based on the teaching of different effective memory strategies. One group completed three booster sessions before the 5 months follow-up. Training gains were examined using a word-list and a face–surname association recall tasks, and transfer effects with a grocery-word list (GL) recall task, a working memory (WM) measure, and a perceived memory functioning questionnaire. Training gains and transfer effects to the WM measure emerged and were maintained up to the second follow-up. No benefits for the GL and perceived memory functioning were found. The "boosted" group had only a slight advantage—in one of the transfer tasks—as shown by effect sizes. This pilot study confirms the efficacy of strategy-based memory training in supporting older adults' memory performance up to 11 months since training completion. However, booster sessions seem not to make a clear difference in prompting long-lasting benefits. Training features capable of fostering generalized, prolonged effects are worth investigating. [ABSTRACT FROM AUTHOR]

Sufficient activation of the left fusiform gyrus is important in reading ability acquisition due to its role in reading and naming, working memory (WM), and balance tasks. Recently, a newly‐designed training program, Verbal Working Memory‐Balance (VWM‐B), has been evaluated on children with dyslexia, and its positive effects were shown on reading ability, WM capacity, and postural control. In the present study, we aimed to estimate the functional connectivity alterations of the left fusiform gyrus following training by the VWM‐B. Before and after 15 sessions of training, the fMRI and other tools data were collected on a sample of children with dyslexia, who were allocated into two control and experiment groups. Data analyses showed the increased functional connectivity of the left fusiform gyrus between the left anterior temporal fusiform cortex, left and right Crus II regions of the cerebellum, and the left middle frontal gyrus. Moreover, VWM‐B training significantly improved the reading and naming ability, WM capacity, and postural control of participants in the experiment group in comparison to the control. The current study findings emphasize the critical role of the left fusiform gyrus in reading ability. Moreover, it provides evidence to support the existence of cerebellar deficits in dyslexia. [ABSTRACT FROM AUTHOR]

Avatars are often used to represent people in the virtual world. In the process, they can also have numerous psychological influences on the users. Therefore, this paper discusses a multiplayer application in virtual reality and how a appealing avatar could be designed in it. In a small study with six persons the application was tested competitively in teams of two, the users filled out a questionnaire and answered some additional questions. While an increase in motivation was observed in all participants, the choice of the preferred avatar was not uniform. Thus, this showed that an appealing avatar for everyone could not simply be determined, but personal preferences and experience must be taken into account.

Objective: To investigate the effects of memory training combined with electroacupuncture therapy on cognitive function, health-related quality of life and brain magnetic resonance perfusion imaging parameters in patients with whole brain radiotherapy. Methods: 94 patients with whole brain radiotherapy who were treated in Affiliated Hospital of Jiangnan University from March 2020 to January 2022 were selected, and they were randomly divided into the study group (routine intervention, memory training combined with electroacupuncture therapy) and the control group (routine intervention), 47 cases each. The changes of cognitive function, health-related quality of life and brain magnetic resonance perfusion imaging parameters were compared between the two groups. Results: 1 week, 2 weeks, 3 week and 4 weeks after treatment, the scores of Montreal Cognitive Function Scale (MoCA) and Mini-Mental State Examination (MMSE) in two groups decreased gradually compared with those before treatment, but the scores of MoCA and MMSE in the study group at each time point were higher than those in the control group (P<0.05). 4 weeks after treatment, the scores and total scores of all dimensions of the health-related quality of life scale (HRQoL) in two groups were higher than those before treatment, and the above scores in the study group were higher than those in the control group (P<0.05). 4 weeks after treatment, mean cerebral blood volume (CBV) and mean cerebral blood flow (CBF) in two groups were decreased compared with those before treatment, but those in the study group were higher than those in the control group (P<0.05). Conclusion: Memory training combined with electroacupuncture therapy can alleviate the cognitive impairment caused by whole brain radiotherapy and improve the health-related quality of life of patients, which may be related to the regulation of cerebral blood volume and cerebral blood flow. [ABSTRACT FROM AUTHOR]

Objective: High-definition transcranial direct current stimulation (HD-tDCS) has the potential to improve cognitive functioning following neurological injury and in neurodegenerative conditions. In this case report, we present the first use of HD-tDCS in a person with severe anterograde amnesia following carbon monoxide poisoning., Method: The participant underwent two rounds of HD-tDCS that were separated by 3 months (Round 1 = 30 sessions; Round 2 = 31 sessions). We used finite element modeling of the participant's structural MRI to develop an individualized montage that targeted multiple brain regions involved in memory encoding, as identified by Neurosynth., Results: Overall, the participant's objective cognitive functioning improved significantly following Round 1, declined during the 2 months without HD-tDCS, and again improved following Round 2. Subjective informant reports from family and medical personnel followed this same pattern of improvement following each round with a decline in between rounds. We also provide preliminary evidence of altered brain activity during a learning/memory task using functional near-infrared spectroscopy, which may help establish the physiological effects of HD-tDCS in future work., Conclusion: Overall, these findings reinforce the potential value of HD-tDCS as a user-friendly method of enhancing cognition following anoxic/hypoxic brain injury.

Background: Cognitive control training (CCT) has gained attention in recent years as a preventative intervention in the context of major depressive disorder. To date, uncertainty exists around the working mechanisms of CCT and how its effects unfold overtime., Objective: This study aimed to examine cognitive and affective transfer effects following an unusually high number of training sessions., Methods: This case report presents data of a participant completing a large amount of training sessions (n=55) over the course of 1 year in 2 training phases: 10 initial sessions, followed by 45 additional sessions. Reliable change indices were calculated for several self-report questionnaires, measuring cognitive and affective functioning., Results: Cognitive task performance suggests improved cognitive functioning after training (accuracy scores increased from 43/181, 24% at baseline to 110/181, 61% shortly after training), which was maintained at follow-up (accuracy scores around 50%). Reliable change indices suggest a decrease in depressive symptoms (Beck Depression Inventory-II score decreased from 23 at baseline to 3 following initial training). Similarly, burnout symptoms following CCT showed a similar decrease. Maladaptive emotion regulation strategies displayed high variability, decreasing after periods of training but increasing when no training was performed. However, no changes in repetitive negative thinking were observed. Thematic analysis from an in-depth interview focusing on CCT adherence and user experience pointed to the importance of independency and accessibility of CCT in perceived agency, as well as the need for clear feedback mechanisms following training., Conclusions: Training task performance indicates further increases in performance beyond typical amounts of training sessions (10-20 sessions), hinting that more sessions could be beneficial for continued improvement in cognitive functioning. In line with previous research, CCT decreased depressive symptomatology. However, its effects on emotion regulation remain unclear. Further mechanistic studies into the temporal unfolding of CCT effects are necessary to investigate potential working mechanisms., Trial Registration: ClinicalTrials.gov NCT05166798; https://clinicaltrials.gov/study/NCT05166798., (©Yannick Vander Zwalmen, Kristof Hoorelbeke, David Demeester, Ernst H W Koster. Originally published in JMIR Formative Research (https://formative.jmir.org), 29.11.2024.)

This study examined the efficacy of a strategy-based memory training for older adults at short- and long-term with two (5- and 11 months) follow-ups. We also explored whether booster sessions (additional training before the first follow-up) facilitated the maintenance of benefits. Thirty-three older adults received a training based on the teaching of different effective memory strategies. One group completed three booster sessions before the 5 months follow-up. Training gains were examined using a word-list and a face–surname association recall tasks, and transfer effects with a grocery-word list (GL) recall task, a working memory (WM) measure, and a perceived memory functioning questionnaire. Training gains and transfer effects to the WM measure emerged and were maintained up to the second follow-up. No benefits for the GL and perceived memory functioning were found. The “boosted” group had only a slight advantage—in one of the transfer tasks—as shown by effect sizes. This pilot study confirms the efficacy of strategy-based memory training in supporting older adults’ memory performance up to 11 months since training completion. However, booster sessions seem not to make a clear difference in prompting long-lasting benefits. Training features capable of fostering generalized, prolonged effects are worth investigating.

BackgroundSeveral modifiable lifestyle factors have been shown to have potential beneficial effects in slowing cognitive decline. Two such factors that may affect cognitive performance and slow the progression of memory loss into dementia in older adults are cognitive training and physical activity. There are currently no effective treatments for dementia; therefore, preventative strategies to delay or prevent the onset of dementia are of critical importance.ObjectiveThe aim of this study was to determine the relative effectiveness of simultaneous performance of memory training and aerobic exercise to a sequential performance intervention on memory functioning in older adults.Methods55 older adults (aged 60- 75) with subjective memory impairments (non-demented and non-MCI) completed the intervention that consisted of 90-minute small group classes held twice weekly. Participants were randomized to either 4-weeks of supervised strategy-based memory training done simultaneously while stationary cycling (SIM) or sequentially after the stationary cycling (SEQ). Standardized neurocognitive measures of memory, executive functioning, speed of processing, attention, and cognitive flexibility were assessed at baseline and post-intervention.ResultsThe SIM group, but not the SEQ group, had a significant improvement on composite memory following the intervention (t(51) = 2.7, p = 0.01, effect size (ES) = 0.42) and transfer to non-trained reasoning abilities (t(51) = 6.0, ES = 0.49) and complex attention (t(51) = 3.1, p = 0.003, ES = 0.70). Conversely, the SEQ group, but not the SIM, showed significant improvement in executive functioning (t(51) = 5.0, p = 0.0001, ES = 0.96).ConclusionThese findings indicate that a 4-week simultaneous memory training and aerobic exercise program is sufficient to improve memory, attention, and reasoning abilities in older adults.

This review systematically synthesizes existing evidence of prospective memory training for healthy older adults (> 55 years). Existing prospective memory training include strategy-based, process-based and combined regimens. Strategy-based training focuses on different mnemonics to compensate for aging declines in prospective memory. Process-based training aims to restore related cognitive processes to support prospective memory. Combined training utilizes both strategy-based and process-based regimens to enhance prospective memory performance. A total of 349 studies were identified from the Cochrane Library, EBSCO, PsycINFO and PubMed databases. Using predefined inclusion and exclusion criteria, 11 studies were included in the review. There were six studies of strategy-based training, two studies of process-based training and three studies of combined training. Overall, strategy-based training appears to facilitate prospective memory for healthy older adults. However, it is impossible to draw conclusions for process-based and combined training due to the preliminary nature of current evidence. Mental imagery or the use of external aids can be useful strategy-based approaches to facilitate prospective memory in older adults. Strategy-based training should target multiple prospective memory phases simultaneously to encourage transfers. Further studies will be required to draw conclusions on the effectiveness of process-based and combined training. [ABSTRACT FROM AUTHOR]

A common approach to cognitive intervention for adults is memory strategy training, but limited work of this type has examined intervention effects in relation to self-regulation (e.g., strategy usage, memory beliefs) and few have established near transfer (training-related performance gain on untrained tasks related to the target task). The present research, Everyday Memory Clinic—Revised (EMC-R), examined whether relatively brief face-name association training, offering elements focused on self-regulation, can improve name recall, enhance memory self-regulation, and lead to near transfer. Participants were 122 healthy, well-educated middle-aged and older adults (51–90 years old) randomly assigned to a strategy training program (SO), a comparable program with a theoretical self-regulatory boost (SB), or a waitlist control group. Compared to the waitlist group, both groups of trainees demonstrated higher pretest-posttest improvements in name recall (target task), memory self-efficacy, and effective strategy use, as well as the near transfer of gains to nontrained associative tasks, a rare finding in strategy training research. Furthermore, changes in memory self-efficacy and strategy use fully mediated the effect of training on name recall. This innovative approach for brief memory intervention offers a model for successful training that can be easily disseminated via community centers and lifelong learning programs. [ABSTRACT FROM AUTHOR]

Introduction: Children with Specific Learning Disorders (SLD) suffer from some cognitive deficits affecting their school achievement. This study investigated the effect of the combined Working Memory Training Program (WMTP) with the Caillou program (the game-like features of computerized cognitive training programs) on memory (as a cognitive function) and academic achievement in children with SLD.Materials and Methods: In this pilot randomized controlled trial study, 30 children with SLD, aged 8-11 years, participated. They were randomly allocated to the intervention and control groups. The intervention group received 20 training sessions in 10 weeks, each lasting 30-45 minutes. The control group only participated in the assessment sessions. The primary outcome was verbal working memory skills assessed by the digit span and letter-number sequencing subtests of the Wechsler Intelligence Scale for Children, the fourth edition (WISC-IV). Also, the grades of science, literature, and mathematics were collected as the secondary outcomes. Children were assessed 3 times: baseline (pre-test), after the intervention (post-test), and 2 months after the intervention (follow-up).Results: Working memory (digit span and letter-number sequencing scores) and mathematics grades were significantly improved in the intervention group, as compared to the control group at the post-test session (P<0.05) and remained in the follow-up session.Conclusion: Although this combined program effectively improves working memory and mathematic grades, further research is suggested for more academic achievement. [ABSTRACT FROM AUTHOR]

Objective: Traumatic brain injury (TBI) may result in metacognitive impairments. Enhancing memory in healthy adults can improve metacognitive accuracy, but it is unclear whether such interventions apply to individuals with TBI. This study examined the effects of manipulating target memory experiences on metacognitive accuracy in TBI. Participants: Fourteen community-dwelling adults with TBI and 17 healthy controls. Main Measures: Memory was manipulated through performance feedback (monetary, nonmonetary, or none) presented during a word-pair learning task. Recognition of the word pairs was assessed, and metacognition was evaluated by retrospective confidence judgments. Results: Both groups demonstrated greater recognition performance for items learned with nonmonetary feedback. Healthy individuals demonstrated improved metacognitive accuracy for items learned with nonmonetary feedback, but this effect was not seen in individuals with TBI. A notable (but statistically nonsignificant) effect was observed whereby adults with TBI overestimated performance for items learned with monetary feedback compared with other feedback conditions. Conclusion: Provision of feedback during learning enhances recognition performance. However, target memory experiences may be utilized differently after injury to facilitate confidence judgments. In addition, the type of feedback provided may have different effects on metacognitive accuracy. These results have implications for rehabilitative efforts in the area of memory and metacognition after injury. [ABSTRACT FROM AUTHOR]

Objective: Older adults with subjective memory complaints (SMC) have a higher risk of dementia and commonly demonstrate symptoms of depression and anxiety. The study aimed to examine the effect of a memory training program for individuals with SMC, and whether additional group counseling aimed at alleviating depression and anxiety would boost memory training gains.Design: A three-armed, double-blind, randomized controlled trial.Setting and Participants: Community-dwelling older adults with SMC, age ≥60.Methods: Participants (n = 124) were randomly assigned to memory training (MT), group counseling (GC), or GC + MT intervention. The GT + MT group received 3 sessions of group counseling followed by a 4-week memory training, while the MT group attended reading and memory training, and the GC group received group counseling and health lectures. Cognitive function and symptoms of depression and anxiety were assessed at baseline, mid-, and post-intervention.Results: After group counseling, the GC + MT and GC groups showed reduced symptoms of anxiety compared to the MT group. Memory training enhanced associative learning in both MT and GC + MT groups compare with the GC group, but the GC + MT group demonstrated a larger memory improvement (Cohen's d = 0.57) than the MT group (Cohen's d = 0.44).Conclusion and Implications: Group counseling decreased symptoms of anxiety, memory training increased associative learning, and the combination of two intervention induced larger memory gain than memory training alone. The results suggest that it may need to integrate treatment for anxiety into memory training for older adults with SMC to achieve better intervention effect.Trial Registration: ChiCTR-IOR-15006165 in the Chinese Clinical Trial Registry. [ABSTRACT FROM AUTHOR]

ABSTRACT. Studies suggest that the engagement of aged participants in cognitive stimulation programs can reduce expected cognitive decline associated with age. Objective: To evaluate the effects of memory training (MT) associated with three-dimensional multiple object tracking (3D-MOT) NeuroTracker (NT) in the elderly. Methods: Forty-four participants (>60 years of age) were recruited and randomly distributed into two groups: experimental (EG; n=22) and comparative (CG; n=22). Both groups performed 12 one-hour MT sessions, twice a week, consisting of specific computerized stimuli associated with teaching of mnemonic strategies; 10 minutes of NT was part only of the EG’s sessions. In pre- and post-training periods, both groups were evaluated using a sociodemographic questionnaire, neuropsychological assessment, as well as a specific measure offered by NT. Results: Both groups benefited from the MT and reported more positive feelings regarding their memory and quality of life. However, the EG obtained better results in tests consistent with the strategies trained and which involved attentional resources, reaction time, visual processing speed, episodic, semantic, subjective and working memory as well as aspects of social cognition. Conclusions: This study showed that the combination of MT and 3D-MOT contributed for a better cognitive performance in the EG. Thus, the results of the present study encourage further research and the development of combined cognitive interventions for the elderly population with and without cognitive deficits.

Abstract Background The goal is to investigate prognostic factors for change in memory test performance in healthy older adults and to report and discuss the different statistical procedures used for investigating this topic in the literature. Methods Prognostic factors were here understood as any measures that were investigated to estimate change in memory test performance. MEDLINE, Web of Science Core Collection, CENTRAL, and PsycInfo were searched up to November 2019. Prognostic factor and prognostic factor finding studies investigating prognostic factors on verbal and non-verbal short- and long-term memory after conducting memory training in healthy older adults were included. Risk of bias was assessed using the QUIPS tool. Results Our search yielded 12,974 results. We included 29 studies that address prognostic factors of change in memory test performance, including sociodemographic, (neuro-)psychological, genetic, and biological parameters. Studies showed high variation and methodological shortcomings with regard to the assessment, statistical evaluation, and reporting of the investigated prognostic factors. Included studies used different types of dependent variables (change scores vs. post-test scores) when defining change in memory test performance leading to contradictory results. Age was the only variable investigated throughout most of the studies, showing that older adults benefit more from training when using the change score as the dependent variable. Conclusion Overall, there is a need for adequate reporting in studies of prognostic factors for change in memory test performance. Because of inconsistencies and methodological shortcomings in the literature, conclusions regarding prognostic factors remain uncertain. As a tentative conclusion, one may say that the higher the age of the participant, the more profound the improvement in memory test performance will be after memory training. Trial registration CRD42019127479 .

Introduction: Children with Specific Learning Disorders (SLD) suffer from some cognitive deficits affecting their school achievement. This study investigated the effect of the combined Working Memory Training Program (WMTP) with the Caillou program (the game-like features of computerized cognitive training programs) on memory (as a cognitive function) and academic achievement in children with SLD. Materials and Methods: In this pilot randomized controlled trial study, 30 children with SLD, aged 8-11 years, participated. They were randomly allocated to the intervention and control groups. The intervention group received 20 training sessions in 10 weeks, each lasting 30-45 minutes. The control group only participated in the assessment sessions. The primary outcome was verbal working memory skills assessed by the digit span and letter-number sequencing subtests of the Wechsler Intelligence Scale for Children, the fourth edition (WISC-IV). Also, the grades of science, literature, and mathematics were collected as the secondary outcomes. Children were assessed 3 times: baseline (pre-test), after the intervention (post-test), and 2 months after the intervention (follow-up). Results: Working memory (digit span and letter-number sequencing scores) and mathematics grades were significantly improved in the intervention group, as compared to the control group at the post-test session (P

BackgroundNo study has explored the effect of yoga on cognitive decline and resting-state functional connectivity.ObjectivesThis study explored the relationship between performance on memory tests and resting-state functional connectivity before and after a yoga intervention versus active control for subjects with mild cognitive impairment (MCI).MethodsParticipants ( ≥ 55 y) with MCI were randomized to receive a yoga intervention or active "gold-standard" control (i.e., memory enhancement training (MET)) for 12 weeks. Resting-state functional magnetic resonance imaging was used to map correlations between brain networks and memory performance changes over time. Default mode networks (DMN), language and superior parietal networks were chosen as networks of interest to analyze the association with changes in verbal and visuospatial memory performance.ResultsFourteen yoga and 11 MET participants completed the study. The yoga group demonstrated a statistically significant improvement in depression and visuospatial memory. We observed improved verbal memory performance correlated with increased connectivity between the DMN and frontal medial cortex, pregenual anterior cingulate cortex, right middle frontal cortex, posterior cingulate cortex, and left lateral occipital cortex. Improved verbal memory performance positively correlated with increased connectivity between the language processing network and the left inferior frontal gyrus. Improved visuospatial memory performance correlated inversely with connectivity between the superior parietal network and the medial parietal cortex.ConclusionYoga may be as effective as MET in improving functional connectivity in relation to verbal memory performance. These findings should be confirmed in larger prospective studies.

Background: Compensatory aids can help mitigate the impact of progressive cognitive impairment on daily living.Objective: We evaluate whether the learning and sustained use of an Electronic Memory and Management Aid (EMMA) application can be augmented through a partnership with real-time, activity-aware transition-based prompting delivered by a smart home.Methods: Thirty-two adults who met criteria for amnestic mild cognitive impairment (aMCI) were randomized to learn to use the EMMA app on its own (N = 17) or when partnered with smart home prompting (N = 15). The four-week, five-session manualized EMMA training was conducted individually in participant homes by trained clinicians. Monthly questionnaires were completed by phone with trained personnel blind to study hypotheses. EMMA data metrics were collected continuously for four months. For the partnered condition, activity-aware prompting was on during training and post-training months 1 and 3, and off during post-training month 2.Results: The analyzed aMCI sample included 15 EMMA-only and 14 partnered. Compared to the EMMA-only condition, by week four of training, participants in the partnered condition were engaging with EMMA more times daily and using more basic and advanced features. These advantages were maintained throughout the post-training phase with less loss of EMMA app use over time. There was little differential impact of the intervention on self-report primary (everyday functioning, quality of life) and secondary (coping, satisfaction with life) outcomes.Conclusion: Activity-aware prompting technology enhanced acquisition, habit formation and long-term use of a digital device by individuals with aMCI. (ClinicalTrials.gov NCT03453554). [ABSTRACT FROM AUTHOR]

In this secondary analysis we tested whether 12 h of Senior WISE (Wisdom Is Simply Exploration) memory or health training with older adults would produce better outcomes by gender in perceptions of anxiety and bodily pain and whether the effects of the Senior WISE training on pain were mediated by anxiety. An implemented Phase III randomized clinical trial with follow up for 24 months in Central Texas. The sample was mostly female (79%), 71% Caucasian, 17% Hispanic, and 12% African American with an average age of 75 and 13 years of education. The effects of the memory intervention on anxiety were consistent across time, with effects present for males but not females at post-treatment and end-of-study. Although males had more anxiety in the health promotion group, the memory training reduced males' anxiety such that no gender difference was present in this group. The Senior WISE intervention reduced pain for both males and females at post-intervention but not at end-of-study. Although gender differences did not depend on the treatment group for pain, females reported somewhat, but not significantly, less pain at post-treatment and end-of-study. Mediation analysis indicated that, for males, the memory intervention indirectly affected pain at post-treatment, in part, by reducing anxiety, which lowered pain. However, at end-of-study, no indirect effect was present. Males responded to memory training. Training tailored to gender may increase the efficacy of the programs and "buy-in" from male participants, especially if tailored to anxiety and pain. [ABSTRACT FROM AUTHOR]

Objective: Many individuals who experienced a mild traumatic brain injury (mTBI) have persistent cognitive complaints. Traditional cognitive rehabilitation (TCR) interventions were primarily developed for severe neurological injury which has limited effectiveness in rehabilitation of active duty military personnel who have the goal of returning to full military operational status. To remain on active duty, warfighters must have sufficient mental competency to safely and effectively function in complex environments such as combat. There is need for a cognitive rehabilitation approach that addresses demands of military personnel to expedite return to duty. The Strategic Memory Advanced Reasoning Training (SMART) program is novel alternative to TCR. SMART is an evidence-based advanced reasoning protocol that enhances cognitive domains essential to military readiness (e.g., mental agility, strategic learning, problem solving, and focus) and requires less than half of the treatment time. The objective of this study was to assess the efficacy of SMART compared to TCR in terms of overall recovery as well as change in specific cognitive domains. Participants and Methods: Participants were recruited from a military treatment facility. All patients had at least one diagnosed mTBI as well as persistent cognitive complaints. Participants completed the Rey-15 to ensure performance validity. Final sample was SMART n = 28 and SCORE n = 19. Primary dependent measure was the Global Deficit Scale (GDS). GDS was calculated from: Hopkins Verbal Learning Test-Revised (HVLT-R); Delis Kaplan Executive Functioning System Color Word (CW) and Trail Making (TM), Paced Auditory Serial Addition Test (PASAT), and the Symbol Digit Modality Test (SDMT). Demographically corrected t-scores were converted to deficit scores as follows: >40 = 0, 35-39 = 1, 30-34 = 2, 25-29 = 3, 20-24 = 4, <20 = 5. Deficit scores were averaged to calculate GDS. For each measure, Hohen's g was analyzed for effect size comparisons pre-post treatment. Results: Average number of treatment hours was significantly lower in the SMART condition (SMART: M = 18.47 hours, SD = 2.17; TCR: M = 42.42 hours, SD = 3.79, p <.001). A repeated measures ANOVA showed a significant change on GDS post-treatment (F = 30.25, p <.001) with a large effect size (n2 =.402); however, the interventions did not differ on GDS change. Impact on cognitive domains was relatively equivalent for processing speed (SMART h = 0.67 vs TCR h = -.54) and executive function (SMART h = -0.92 vs TCR h = -.85); however, SMART had a larger impact on memory (SMART h = -0.81 vs TCR h = -.39). SMART resulted in large improvements in retention and recognition memory which were minimally impacted by TCR. Conclusions: Both TCR and SMART had comparable effectiveness in improving cognitive impairment, though SMART was completed in less than half of the treatment time. Both interventions had large effect sizes on processing speed and executive functioning; however, SMART was more effective in improving long-term memory. Memory is an integral part of military readiness. Further investigation is required to determine the relative effectiveness of these two approaches to improving cognitive readiness of the warfighter. [ABSTRACT FROM AUTHOR]

Objectives: Strategic memory training involves explicit instructions in mnemonic methods to improve recall. Mental imagery is considered among the most effective encoding strategies. The aim of the present study was to assess the benefits of a strategic memory training based on mental imagery (originally proposed by Carretti et al., 2007) and to further investigate its potentials. The study represents a replication in a new and independent cultural setting and features valuable methodological amendments, while it also examines individual predictors of training efficacy. Design: A sample of 91 older volunteers (age 61–88), divided in training and control group, participated in the training. Specific training gain in the immediate word list recall (criterion task), as well as transfer effects on Letter‐Number Sequencing (working memory [WM] task), long‐term recall and recognition (LTM tasks) were tested at the pretest and at the posttest. Results: Analysis of variance showed posttraining effects in immediate word recall and long‐term verbal recall, but no effects in WM task and long‐term recognition. Regression analysis showed age to be the only significant predictor in one task, the immediate word recall. Conclusions: Overall, proposed training can improve some aspects of memory performance by aiding in strategic use of mental imagery. Transfer to other tasks and contribution of individual predictors to training efficacy results limited, however. It seems that training benefits are evident when task similarity enables transfer‐appropriate processing (as evidenced in gains of both recall tasks), while training efficacy relies on individual characteristics which contribute to the execution of some task components. [ABSTRACT FROM AUTHOR]

Traditional memory strategy training interventions improve older adults’ performance on tests of episodic memory, but have limited transfer to episodic memory tasks, let alone to everyday memory. We argue that an alternative approach is needed to assist older adults to compensate for age-related cognitive declines and to maintain functional capacity in their own natural ecologies. We outline a set of principles regarding how interventions can successfully train older adults to increase successful goal pursuit to reduce risks of everyday memory failures. We argue that training individuals to use metacognitive self-regulatory strategies to proactively manage formulation and pursuit of daily goals can compensate for age-related cognitive changes and increase the likelihood of goal attainment. We then describe an intervention approach that instantiates these principles in a multi-modal intervention that is unique in its three-phase approach: (1) individualized assessment of an individual’s current approaches to self-regulation; (2) training memory strategies, self-management skills, and new habits of mind in a group training context; and (3) a behavioral shaping period in which individuals receive coaching and feedback on their efforts to use trained procedures to improve everyday cognition. A recently completed study conducted an initial test of the intervention, with highly encouraging results. We advocate further efforts to replicate, extend, and fine-tune this type of intervention. The ultimate goal is to be able to deliver the intervention in a way that increases its potential reach, including to subpopulations of older adults at risk for everyday cognitive impairments.

The purpose of this case study was to examine the effects of games for working memory training to enhance language learning in low performance students given that a considerable body of research has demonstrated that, among other factors, working memory may account for individual differences in linguistic achievement. The population consisted of nine low performance language students (English as a foreign language) from second, fourth, and sixth semester in the English and French program at Universidad de Nariño, Colombia, who received working memory training games during a six-week period. The results showed general improvement in the subjects’ overall language performance during the sessions and in class, which confirmed the premise that if students are given a set of strategies to exercise and improve their memory, they are likely to use and replicate them when training is not taking place.

A common approach to cognitive intervention for adults is memory strategy training, but limited work of this type has examined intervention effects in relation to self-regulation (e.g., strategy usage, memory beliefs) and few have established near transfer (training-related performance gain on untrained tasks related to the target task). The present research, Everyday Memory Clinic—Revised (EMC-R), examined whether relatively brief face-name association training, offering elements focused on self-regulation, can improve name recall, enhance memory self-regulation, and lead to near transfer. Participants were 122 healthy, well-educated middle-aged and older adults (51–90 years old) randomly assigned to a strategy training program (SO), a comparable program with a theoretical self-regulatory boost (SB), or a waitlist control group. Compared to the waitlist group, both groups of trainees demonstrated higher pretest-posttest improvements in name recall (target task), memory self-efficacy, and effective strategy use, as well as the near transfer of gains to nontrained associative tasks, a rare finding in strategy training research. Furthermore, changes in memory self-efficacy and strategy use fully mediated the effect of training on name recall. This innovative approach for brief memory intervention offers a model for successful training that can be easily disseminated via community centers and lifelong learning programs.

Abstract Background Learning is a step by step process that relies on successful completion of individual learning activities for accumulation of knowledge. Failure of working memory (auditory and visual memory) can lead to inattentive behavior. The end result is frequently lost learning opportunities and so slow rates of educational progress. Objective The aim of this study is to adapt and apply the ‘no-glamour memory’ training program to suit the Egyptian learning disabled children to outline a program for training and test its effectiveness. Patients and Methods This study was conducted on 20 school-age children complaining of learning difficulty and memory problems who were attending the Unit of Phoniatrics, Department of Otorhinolaryngology, Alexandria Main University Hospitals. All children were assessed using the protocol of assessment of learning difficulties and memory deficits and were reevaluated after a period of 3–6 months of training. Results In the present study, there was significant improvement of the studied group in the different tests such as Stanford Binet Intelligence Scale, childhood attention and adjustment survey, Arabic dyslexia assessment test, and test of memory and learning 2nd ed., after therapy. Conclusion Memory training can have an effect on domain-general cognitive mechanisms; thus, these results benefit multiple areas of cognition and learning.

Traditional memory strategy training interventions improve older adults' performance on tests of episodic memory, but have limited transfer to episodic memory tasks, let alone to everyday memory. We argue that an alternative approach is needed to assist older adults to compensate for age-related cognitive declines and to maintain functional capacity in their own natural ecologies. We outline a set of principles regarding how interventions can successfully train older adults to increase successful goal pursuit to reduce risks of everyday memory failures. We argue that training individuals to use metacognitive self-regulatory strategies to proactively manage formulation and pursuit of daily goals can compensate for age-related cognitive changes and increase the likelihood of goal attainment. We then describe an intervention approach that instantiates these principles in a multi-modal intervention that is unique in its three-phase approach: (1) individualized assessment of an individual's current approaches to self-regulation; (2) training memory strategies, self-management skills, and new habits of mind in a group training context; and (3) a behavioral shaping period in which individuals receive coaching and feedback on their efforts to use trained procedures to improve everyday cognition. A recently completed study conducted an initial test of the intervention, with highly encouraging results. We advocate further efforts to replicate, extend, and fine-tune this type of intervention. The ultimate goal is to be able to deliver the intervention in a way that increases its potential reach, including to subpopulations of older adults at risk for everyday cognitive impairments. [ABSTRACT FROM AUTHOR]

Numerous research papers have already addressed the question of why and how phraseology can be integrated into Teaching German as a First, Second, or Foreign Language. It is argued that phraseologisms - just like single words - belong to the lexical inventory and are therefore essential for both text reception and text production. In addition to more theoretical contributions, there are also practice-oriented studies that show how tasks/exercises with codified and modified phrasemes can serve vocabulary expansion on the one hand, and support the teaching of phonetics, morphology, and syntax on the other. However, little attention has been paid so far to the question of what role phraseologisms play, for example, in language disorders caused by dementia. Can targeted exercises, such as phraseological games, be used as 'linguistic remedies' against dementia? The present paper examines this topic. [ABSTRACT FROM AUTHOR]

This study aims to examine the relationship between working memory (WM) capacity and the performance of student interpreters defined as the quality of their interpreting output. To measure WM capacity, we administered Korean and English reading span tasks, and an operation span task. The WM scores were analysed for correlation with simultaneous interpreting (SI) and consecutive interpreting (CI) scores. The results were mixed: (1) the CI score showed no correlation with any of the WM span tasks and (2) the SI score correlated with only one WM span task, the operation span task. Given that the participants received shorter training in SI than in CI, we can tentatively conclude that interpreting performance is influenced more by WM capacity when the interpreter performs a less familiar type of interpreting. Further research is needed to find out why the reading span tasks and the operation span task showed different relationships with SI. [ABSTRACT FROM AUTHOR]

The attention towards robot-assisted therapies (RAT) had grown steadily in recent years particularly for patients with dementia. However, rehabilitation practice using humanoid robots for individuals with Mild Cognitive Impairment (MCI) is still a novel method for which the adherence mechanisms, indications and outcomes remain unclear. An effective computing represents a wide range of technological opportunities towards the employment of emotions to improve human-computer interaction. Therefore, the present study addresses the effectiveness of a system in automatically decode facial expression from video-recorded sessions of a robot-assisted memory training lasted two months involving twenty-one participants. We explored the robot's potential to engage participants in the intervention and its effects on their emotional state. Our analysis revealed that the system is able to recognize facial expressions from robot-assisted group therapy sessions handling partially occluded faces. Results indicated reliable facial expressiveness recognition for the proposed software adding new evidence base to factors involved in Human-Robot Interaction (HRI). The use of a humanoid robot as a mediating tool appeared to promote the engagement of participants in the training program. Our findings showed positive emotional responses for females. Tasks affects differentially affective involvement. Further studies should investigate the training components and robot responsiveness. [ABSTRACT FROM AUTHOR]

Background and Objectives The objective of this paper is to demonstrate the efficacy of an Everyday Memory and Metacognitive Intervention (EMMI) designed to improve everyday functioning of older adults. The EMMI emphasizes self-regulation as a behavioral approach to take priority over habitual behaviors that often impede everyday functioning. Research Design and Methods This study used a quasi-experimental design (intervention vs waitlist control) to test whether the EMMI improved several aspects of everyday cognition. Thirty-three EMMI participants (M age = 70.24) were compared to 20 control participants (M age = 71.70 years). The 2 groups were compared on everyday memory failures and successes, measures of well-being, subjective memory, and a prospective memory task. Results Participants who received the EMMI reported more memory successes and fewer memory failures over a 10-day measurement period postintervention. In addition, EMMI participants reported significantly higher life satisfaction and better subjective memory at posttest than the control group. Critically, the EMMI participants performed better on a laboratory contact prospective memory task. Discussion and Implications The results from this study suggest that the EMMI is a promising approach that has potential to improve everyday memory functioning and perhaps help extend functional independence. Future studies will include randomized controlled trials as well as electronic measurement of memory incidents. [ABSTRACT FROM AUTHOR]

Prior work has revealed that mnemonic strategy training (MST) can enhance memory for specific content and engages regions in the frontoparietal cognitive control network. Evidence of transfer to novel content is less clear. Here, we provide secondary analysis of functional magnetic resonance imaging (fMRI) data acquired during a randomized controlled trial that compared MST to an active education control condition in patients with amnestic mild cognitive impairment (a-MCI). In the trial, thirty participants with a-MCI were randomized to the education program (EP) or MST, where they learned to apply the technique to face-name associations during four intervening hour long training sessions. Participants underwent pre- and post-training fMRI scans, during which they encoded both the trained (i.e., those used during the four training sessions) and untrained ('novel') face-name associations. The primary cognitive outcome measures revealed significantly improved memory for both trained and novel stimuli – effects supporting near transfer of MST. Relative to pre-training, there were significant and highly similar increases in activation for both trained and novel stimuli, especially in regions associated with the frontoparietal cognitive control network bilaterally, but also in temporal areas related to social cognition and emotional processing. Critically, this pattern of activation was notably different from the EP group. Thus, the changes in activation were consistent with the strategies trained and, combined with the cognitively-based near transfer effects, suggest that MST focused on face-name association enhances performance by engaging cognitive control and social/emotional processing. Finally, our data indicated that our MST is a relevant and efficient intervention to a-MCI. • MST focused in face-name associations improves memory for faces and names in a-MCI. • Improvements after MST transferred to similar untrained stimuli. • There was increase of activation in the frontoparietal and temporal regions after MST. • The intervention mainly engaged cognitive control and social/emotional processing. • Cognitive and activation changes were notably different between MST and control intervention. [ABSTRACT FROM AUTHOR]