Working memory span training improves working memory capacity / 中华行为医学与脑科学杂志

Objective:To explore whether working memory span training can expand working memory capacity.Methods:A randomized controlled trial design was adopted and a total of 60 healthy college students were recruited and randomly divided into training group ( n=30, receiving adaptive training of spatial breadth task) and control group ( n=30, receiving non-adaptive training of low difficulty spatial breadth task). The cognitive behavior and event-related potential (ERP) data of all subjects when completing the change awareness task were collected before and after training.The SPSS 22.0 statistical software was used for data analysis. The differences between the training group and the control group before and after training were compared by repeated measurement analysis of variance. Results:Repeated measurement ANOVA showed that there were significant time and group interactions at the levels of cognitive behavior(K score, F=5.352, P=0.025) and ERP (CDA, F=4.644, P=0.037) levels. Further post test found that compared with pre-training (pre-test), the K-score ((0.51±0.93), (1.61±1.07), F=26.81, P<0.001) and CDA ((-1.49±1.07)μV, (-2.03±0.94)μV, F=4.731, P=0.041) of the training group increased significantly after training (post-test), and there was no significant difference in K-score and CDA of the control group before and after training (boh P>0.05). Conclusion:Working memory span task can be used as an effective training paradigm to improve working memory capacity.

Effect of Individualized Memory Rehabilitation Based on Forgetting Characteristics of Patients with Brain Injury / 中国康复理论与实践

Objective:To investigate the effect of individualized memory rehabilitation based on the forgetting characteristics in patients with brain injury (BI). Methods:From September, 2018 to October, 2019, 60 BI patients were randomly divided into routine memory training group (control group, n = 30) and individualized memory training group (observation group, n = 30). The observation group group was tested with forgetting characteristics pre-training. Both groups received memory training for four weeks, respectively. All patients were evaluated with Rivermead Behavioural Memory Test-2nd Edition (RBMT-II) and Montreal Cognitive Assessment (MoCA) pre- and post-training. Results:The total post-training scores of RBMT-II and MoCA were higher than the pre-training scores in both groups (|t| > 3.885, P < 0.01). There was no significant difference in the total scores between two groups pre- and post-training (P > 0.05). The differences between post- and pre-training total scores of RBMT-II and MoCA were significantly higher in the observation group group than in the control group (|Z| > 3.757, P < 0.001). Conclusion:Memory rehabilitation training could improve memory abilities and general cognitive function of BI patients, and it is more effective to carry out individualized memory rehabilitation training based on the forgetting characteristics.

Memory training combined with 3D visuospatial stimulus improves cognitive performance in the elderly: pilot study / Treinamento de memória combinado com estímulo visuoespacial em 3D melhora o desempenho cognitivo em idosos: estudo piloto

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.

RESUMO. Estudos sugerem que o envolvimento de idosos em programas de estimulação cognitiva pode reduzir o declínio cognitivo esperado associado à idade. Objetivo: Avaliar os efeitos de um treinamento de memória (TM) associado a um estímulo visuoespacial tridimensional (3D-MOT) NeuroTracker (NT) em idosos. Método: Quarenta e quatro participantes (>60 anos) foram recrutados e distribuídos aleatoriamente em dois grupos: experimental (GE; n=22) e comparativo (GC; n=22). Ambos os grupos realizaram 12 sessões do TM de uma hora, duas vezes por semana, consistindo em estímulos computadorizados específicos associados ao ensino de estratégias mnemônicas; apenas nas sessões do GE foram utilizados 10 minutos com o NT. Nos períodos pré- e pós-treinamento, ambos os grupos foram avaliados por meio de questionário sociodemográfico, avaliação neuropsicológica e medidas cognitivas específicas do NT. Resultados: Ambos os grupos se beneficiaram do TM e relataram sentimentos mais positivos em relação à memória e à qualidade de vida. No entanto, o GE obteve melhores resultados em testes consistentes com as estratégias treinadas e que envolviam recursos atencionais, tempo de reação, velocidade de processamento visual, memória episódica, semântica, subjetiva e de trabalho, além de aspectos da cognição social. Conclusões: Este estudo mostrou que a combinação do TM e 3D-MOT contribuiu para um melhor desempenho cognitivo no GE. Dessa forma, os resultados do presente estudo incentivam novas pesquisas e o desenvolvimento de intervenções cognitivas combinadas para a população idosa com e sem déficits cognitivos.

Augmentative Effects of Working Memory Training on Behavioral Problems and Parental Stress in Medicated Children and Adolescents with Attention-Deficit Hyperactivity Disorder

OBJECTIVES: Executive dysfunctions including working memory deficit have been suggested to be one of the major neuropsychological etiologies of attention-deficit hyperactivity disorder (ADHD). The purpose of this study was to investigate the augmentative effects of working memory training on the behavioral problems, quality of life, and parental stress of medicated children with ADHD. METHODS: Twenty-five children with ADHD, aged 9 to 19 years, who were being treated with ADHD medication, were included. The participants were trained with a commercially available and computerized working memory program (Cogmed®) for 5 weeks without any alteration of their medication. The Child Behavior Checklist (CBCL), KIDSCREEN-52 quality of life measure, and Parenting Stress Index-Short Form (PSI-SF) were administered before training, and 4 weeks and 7 months after training, respectively. RESULTS: After completing the training, the anxiety/depression, social problems, thought problems, attention problems, aggressive behavior, and externalizing problems scores in the CBCL were significantly reduced. The score on the Parent-child dysfunctional interaction in the PSI-SF was also decreased. However, the scores related to the quality of life were not changed. These changes were still observed 7 months after the training. CONCLUSION: Cogmed working memory training can be a promising training option for the additional improvement of behavioral problems and parental stress in medicated children with ADHD.

Augmentative Effects of Working Memory Training on Clinical Symptoms and Neuropsychology in Medicated Children and Adolescents with Attention-Deficit Hyperactivity Disorder

OBJECTIVES: Executive dysfunction including working memory deficit has been suggested to be one of the major neuropsychological etiologies of attention-deficit hyperactivity disorder (ADHD). The purpose of this study was to investigate the augmentative effects of Cogmed working memory training on the symptoms and neurocognitive functions in medicated children and adolescents with ADHD. METHODS: Twenty-five children with ADHD, aged 7 to 19 years, taking ADHD medication participated in this study. The participants were trained for 5 weeks with a commercially available and computerized working memory program (Cogmed®) without any changes to their medication. The Korean version of the ADHD Rating Scale, Clinical Global Impression Scale, and Comprehensive Attention Test were administered before training and 4 weeks and 7 months after training, respectively. RESULTS: After completing the training, the clinical symptoms and function, rated by the parents and clinician, were improved. In addition, the level of commission errors was significantly reduced in the selective attention (visual/auditory) task, sustained attention to response task, and flanker task. The untrained visuospatial short-term memory and working memory were also improved. These effects were still observed 7 months after the training. CONCLUSION: Cogmed working memory training can be a promising training option for the additional improvement of the symptoms and deficits in working memory and response inhibition in medicated children with ADHD.

Effect of Working Memory Training System on Working Memory Impairment after Brain Injury / 中国康复理论与实践

Objective To investigate the effects of Working Memory Training System on working memory impairment after brain injury. Methods From November, 2013 to March, 2015, 20 patients of brain injury with impairment of working memory were divided into training group (n=10) and control group (n=10). The training group was trained with the Working Memory Training System for four weeks, while the control group did not accept any cognitive rehabilitation. They were tested with digital forwards/backwards, space forwards/backwards, n-back test and Everyday Memory Questionnaire before and after training. Results All of the tests improved more in the training group than in the control group (Z>2.014, P<0.05), except that of digital forwards, as well as the score of Everyday Memory Questionnaire (Z=1.970, P=0.049). Conclusion Application of Working Memory Training System can improve the ability of memory in patients with brain injury, both the working memory and everyday memory.

Effects of Working Memory Training on Brain Functional Activition for Stroke Patients / 中国康复理论与实践

@#Objective To explore the effects of computerized working memory training on working memory and brain functional activition for stroke paitents. Methods 3 stroke patients voluntarily joined in the study, 10 healthy adults were recruited as control group. The patients received computerized working memory training for 4 weeks. Cognitive psychological tests (the n-back task, Stroop task and Raven`s Advanced Progressive Matrices task) and neuroimaging test (task- state functional magnetic resonance imaging) were administered before and after treatment. Results Working memory training significantly improved the working memory, fluid intelligence and attention for each trained patient (P<0.001), and could renovate the abnormal functional activity model and reorganize the functional brain network. Conclusion Computerized working memory could be used as an effective cognitive rehabilitation intervention for stroke patients.

Effects of Working Memory Training on Brain Functional Activition for Stroke Patients / 中国康复理论与实践

Objective To explore the effects of computerized working memory training on working memory and brain functional activi-tion for stroke paitents. Methods 3 stroke patients voluntarily joined in the study, 10 healthy adults were recruited as control group. The pa-tients received computerized working memory training for 4 weeks. Cognitive psychological tests (the n-back task, Stroop task and Raven`s Advanced Progressive Matrices task) and neuroimaging test (task-state functional magnetic resonance imaging) were administered before and after treatment. Results Working memory training significantly improved the working memory, fluid intelligence and attention for each trained patient (P<0.001), and could renovate the abnormal functional activity model and reorganize the functional brain network. Conclu-sion Computerized working memory could be used as an effective cognitive rehabilitation intervention for stroke patients.

Métodos, procedimientos y estrategias para memorizar: reflexiones necesarias para la actividad de estudio eficiente / Memorizing methods, procedures and strategies: necessary reflections for efficient study activity

El desarrollo de la actividad de estudio a partir de niveles de eficiencia cada vez mayores constituye un requisito indispensable para el tránsito de los estudiantes por la Educación Superior. De igual forma representa un reto para los docentes en el diseño del proceso enseñanza- aprendizaje. En este empeño es necesario prestar atención a los métodos, procedimientos y estrategias que permitan al estudiante la adopción de una posición reflexiva e independiente en la búsqueda del conocimiento, su actualización y aplicación en la diversidad de tareas de estudio que como parte de su formación integral deben realizar. En ello resulta importante el análisis de las vías que favorecen un mejor funcionamiento de la memoria como proceso cognoscitivo fundamental. El presente artículo ofrece elementos teóricos y metodológicos esenciales que pueden servir de guía a docentes y estudiantes en la regulación y autorregulación de los procesos mnémicos desde la perspectiva del estudio eficiente, aspectos que no siempre son valorados en correspondencia con los aportes teóricos existentes.

The development of the studying activity, based on ever growing efficiency levels, constitutes an indispensable requirement for the students' passing through higher education. Likewise, this fact represents a challenge for the professors to teach the students how to study. In doing so, it is necessary to pay attention to methods, procedures and strategies that allow the students to take a reflexive and independent position while searching for knowledge, its updating and application in the diversity of studying tasks which as a part of its integral formation the students have to accomplish. It is of uppermost importance the analysis of the ways that favor a better functioning of memory as a fundamental cognitive process. This article offers essential theoretical and methodological elements which may be guidelines to professors and students for regulating and self- regulating the memory processes from an efficient study perspective, which are not always valued in correspondence to the existing theoretical outcomes on the field.

Mental Exercises for Cognitive Function: Clinical Evidence / 예방의학회지

The purpose of this study was to examine the beneficial effects of a new cognitive intervention program designed for the care and prevention of dementia, namely Learning Therapy. The training program used systematized basic problems in arithmetic and Japanese language as training tasks. In study 1, 16 individuals in the experimental group and 16 in the control group were recruited from a nursing home. In both groups, all individuals were clinically diagnosed with senile dementia of the Alzheimer type. In study 2, we performed a single-blind, randomized controlled trial in our cognitive intervention program of 124 community-dwelling seniors. In both studies, the daily training program using reading and arithmetic tasks was carried out approximately 5 days a week, for 15 to 20 minutes a day in the intervention groups. Neuropsychological measures were determined simultaneously in the groups both prior to and after six months of the intervention. The results of our investigations indicate that our cognitive intervention using reading and arithmetic problems demonstrated a transfer effect and they provide convincing evidence that cognitive training maintains and improves the cognitive functions of dementia patients and healthy seniors.

Effect of working memory training task on visual contrast sensitivity for college students / 中华行为医学与脑科学杂志

Objective To explore the influence on college students' contrast sensitivity how dual N-back working memory training task based on Gabor,and to provide new training method for improving the contrast sensitivity.Methods 42 college students were randomly divided into three groups:a control group (17 students) ; a working memory training group (13 students) ; and a Gabor orientation training group (12 students).The control group received no training,while the working memory training group and the Gabor orientation training group received N-back working memory training and Gabor training,respectively,over three weeks (5 days a week,approx.half an hour per day).The above-mentioned two training methods performed with the same visual stimulus,i.e.,the Gabor patch with a fixed spatial frequency and contrast.The contrast sensitivity of the 42 students was measured and recorded using OPTEC6500 before and after training.Results In the working memory training group,a salient gain in contrast sensitivity was observed after the training (before:(1.48 ± 0.26) log,after:(1.87 ± 0.13)log),with a statistically significant difference (t =-6.20,P ＜ 0.05),while both the Gabor orientation training group (before:(1.75 ± 0.19) log,after:(1.68 ± 0.30) log) and the control group (before:(1.67 ±0.25) log,after:(1.61 ± 0.26) log)) showed no statistically significant difference (P ＞ 0.05) in terms of contrast sensitivity.Conclusion N-back working memory training shows a positive effect on improving contrast sensitivity in Gabor identification training,and can be used as a means to improve contrast sensitivity.

The influence of N-back working memory training with Gabor signal on visual function and fluid intelligence / 中华行为医学与脑科学杂志

ObjectiveTo investigate influence on adults'visual function and fluid intelligence with N-back working memory training based on Gabor signal.MethodsControlling group including 13 adults had no training,training group including 14 adults received an eight-days training,half an hour a day.The stimulus was N-back training which has on improved Gabor signal with adjustable spatial frequency and contrast sensitivity.The contrast sensitivity and fluid intelligence were record using OPTEC 6500 and Raven's Standard Progressive Matrices before and after training,then the data was analyzed and processed by SPSS.ResultsContrast sensitivity:there was a siguificant different of the contrast sensitivity between pretest and posttest ( ( 1.93 ± 0.17 ) log,( 1.76 ±0.20 ) log) in training group ( t =-4.579,P =0.001 ).Fluid intelligence:there was a significant different of fluid intelligence between pretest and posttest( ( 129.9 ± 9.0 ) scores,( 113.7 4-16.0 ) scores ) in training group ( t =-4.373,P =0.001 ),and superior to controlling group,which also had a statistical significance (F =1.353,P =0.004).ConclusionThe method of N-back working memory training based on Gabor signal not only enhances working memory and fluid intelligence,but also improves the visual function effectively,and more various effect is acquired comparing to traditional training method.

Multistrategic Memory Training with the Metamemory Concept in Healthy Older Adults

OBJECTIVE: According to the increase of older people, the need for effective methods to maintain or improve cognitive functions in the elderly has increased. These cognitive enhancing methods may contribute to the prevention of elderly cognitive decline by aging and dementing illness as well. This study aimed to examine the effectiveness of multistrategic memory training with the metamemory concept on cognitive functions in the normal health elderly in Korea. METHODS: The program used in this study was developed by psychiatrists and psychologists in accordance with Korean situations. We applied the training program to the community-dwelling elderly with subjective memory complaints. Twenty participants were randomly received the intervention with 20 non-treatment controls. This program consisted of 10 sessions and was administered once a week. We examined the effects of this memory training for verbal memory, visuospatial memory, working memory, and verbal fluency ability by repeated ANOVA. RESULTS: There were significant improvements in Word List Short-term Delayed Free and Cued Recall, Word list Long-term Delayed Free and Cued Recall and visuospatial recognition memory. Performance improvements in visuospatial span forwards and the Categorical Fluency Test were also significant. These improvements were still significant after adjusting for depression improvement exact categorical fluency. CONCLUSION: This study shows that multistrategic memory training with the metamemory concept may improve memory ability and other cognitive functions which are not trained and that these improvements may be achieved by pure cognitive training effects.

Treino de memória episódica com ênfase em categorização para idosos sem demência e depressão / Episodic memory training with emphasis on categorization for older adults without dementia and depression

Com o envelhecimento, podem ocorrer alterações cognitivas, especialmente, na memória. Ao mesmo tempo, as pesquisas apontam a possibilidade de melhorar a capacidade da memória por meio de treino cognitivo. O objetivo deste estudo foi verificar os efeitos do treino de memória episódica com idosos saudáveis brasileiros. Cinqüenta e sete idosos recrutados foram divididos aleatoriamente em grupo controle (GCO= 26) e grupo experimental (GEX= 31). Os participantes do grupo GEX participaram do pré-teste, seguido de cinco sessões de treino de memória episódica, nas quais foram instruídos a categorizar listas de supermercado e figuras, e do pós-teste. Os resultados indicaram que o treino de memória episódica envolvendo a aprendizagem e a prática com a estratégia de categorização promoveu melhora significativa no desempenho em tarefa de memória episódica e um maior uso da estratégia treinada. (AU)

Aging may lead to cognitive changes, especially in memory. Yet, research suggests that older adults may improve memory performance after training. The present study aimed at evaluating the effects of episodic memory training offered to healthy Brazilian older adults. Fifty seven participants were randomly divided into control group (COG = 26) and experimental group (EXG = 31). The EXG participants completed a pre-test, five sessions of episodic memory training in which they were instructed to categorize grocery lists and pictures, and a post-test. Results indicated that episodic memory training involving learning and practice with categorization promoted significant improvement in episodic memory performance and in better using the trained strategy. (AU)

Influence of Memory Intensive Training Program on Cognitive Function, Memory Performance, and Self-Esteem in Elderly People / 재활간호학회지

PURPOSE: This study was to confirm the influence of memory intensive training program on the elderly people's cognitive function, memory performance, and self-esteem. METHOD: Using a quasi-experimental or experimental design, 60 elderly aged over 60 years randomly assigned the experimental and control groups completed pretest-post evaluation. The experimental group participated in the memory intensive training program was offered to the participants in the experimental group for three weeks (2times/week). The t-test and chi2-test using SAS program. RESULTS: 1) The cognitive function was significantly higher in the experimental group compared to that in the control group (t=3.26, p=.002). 2) The memory performance that included immediate word recall tasks, word recognition tasks and delayed word recall tasks was significantly higher in the experimental group than in the control group (t=5.30, p<.001). The experimental group showed significantly higher scores for memory performance than the control group (t=5.30, p<.001). 3) The self-esteem was higher in the experimental group than in the control group, but there was no significant difference between the two groups (t=1.94, p=.058). CONCLUSION: The Memory Intensive Training Program could be an effective intervention for improving cognitive function, and memory performance of the elderly people.

Oficina de memória para idosos: estratégia para promoção da saúde / Memory training for the elderly: a health promotion strategy

Considerando a importância da memória para o desempenho das atividades cotidianas e que grande parte dos idosos refere queixas de memória, elaborou-se uma proposta de oficina para treinamento de memória para a promoção da saúde dessa população. A oficina foi oferecida em 2004 a idosos entrevistados e submetidos ao "Mini-exame do estado mental". Desenvolvida em dez encontros, divulgou estratégias para o bom desempenho da memória. Os resultados foram considerados para 45 idosos reavaliados após a oficina, permitindo comparação de resultados. Considerou-se como parâmetro para avaliação de resultados a redução de queixas de memória, referidas pelos idosos ao final da oficina. Esta possibilitou, ainda, a identificação pelos idosos, de suas reais dificuldades e a incorporação de novos conhecimentos relacionados à memória.

Given the importance of memory for the performance of day-to-day activities and since many elderly people complain about their memory, the authors proposed a memory training workshop to promote health among this audience. The workshop was offered in 2004 to elderly people who were interviewed and submitted to the "Mini-Evaluation of Mental State". The workshop took place over ten sessions and taught strategies for improving memory performance. Results were based on 45 participants who were evaluated after the workshop as well, which enabled a comparison of results. As a results evaluation parameter, the authors used a reduction in complaints about their memory, as described by the participating elderly at the end of the workshop project. This also enabled these participants to identify their true difficulties and to incorporate new knowledge concerning the memory.

Considerando la importancia de la memoria para el desempeño de las actividades cotidianas y que gran parte de los ancianos refieren quejas de memoria, fue elaborada una propuesta de taller de entrenamiento de memoria para la promoción de la salud de la población. El taller fue ofrecido en 2004 a ancianos que fueron entrevistados y sometidos al "Mini examen del estado mental". Desarrollado en diez sesiones, trató sobre estrategias para el buen desempeño de la memoria. Los resultados fueron considerados para 45 ancianos evaluados después del taller. El parámetro de evaluación considerado fue la reducción de quejas de memoria que fueron referidas al final del taller. Este posibilitó la identificación de las reales dificultades y la incorporación de nuevos conocimientos.

Development of Computer-assisted Memory Rehabilitation Programs for the Treatment of Memory Dysfunction in Patients with Brain Injury

OBJECTIVE: To develope the computer-assisted memory rehabilitation programs and to assess the effect of these programs in the patients with brain injury. METHOD: Ten memory training programs, which included verbal/non-verbal, sequential/ non-sequential, and visual/auditory memory properties were designed and converted to the computer program using C-language. The training program included various aspects of memory such as spatial memory, sequential verbal and nonverbal recall, associated recall, categorical memory, and integrated semantic memory. Each program used familiar pictures and sounds in our living situation to give the patients comfortable feelings and interests. Seven patients with brain injury were trained using the computer-assisted memory program 3 times per week for 4 weeks. All patients were assessed their cognitive function using Seoul Computerized Neuropsychological Test (Maxmedica) before and 1 month after the treatment. RESULTS: Ten computer-associated memory training programs using C-language were successfully developed. The patients who were trained with computer-assisted memory programs showed higher performances in forward digit span, backward digit span, backward visual span, verbal learning, visual controlled continuous performance, auditory controlled continuous performance, and finger tapping tests after than before the treatment. CONCLUSION: The computer-assisted memory training can be used as an additional tool for memory rehabilitation in patients with brain injury.

Effects of a Memory Training Program Using Efficacy Sources on Memory Improvement in Elderly People / 간호학회지

This study was a quasi-experimental study to confirm the effects of a memory training program using efficacy sources. The purpose was to develop an effective memory training program for elderly people and to identify the effects of the memory training program. This study was carried out between February 24 and July 18, 1999 and the subjects of the study were 102 elderly people who were participants at a welfare institute in Seoul. The experimental group (51) and the control group (51) were assigned by means of participation order. The control group was matched to the experimental group and was selected considering age, sex, and religion. The experimental group participated in the memory training program. The memory training program was based on the literature of Fogler & Stern (1994), Wang & Lee (1990), Lee (1991) and Lee (1993). The memory training program was given twice a week for two weeks with each program lasting two hours. Task centered memory self-efficacy was measured using the Memory Self-Efficacy Scale developed by Berry & Dennehey (1989) and Meta Memory was measured by the MIA developed by Dixon et al. (1988) Memory performance was measured by the Data were analyzed by SPSS PC and the results are described below. 1. The experimental group which participated in the Memory Training Program showed higher task centered memory self-efficacy scores as compared to the control group (t=4.354, P=.0001). 2. The experimental group which participated in the Memory Training Program showed higher metamemory scores as compared to the control group (t=4.733, P=.0001). 3. The experimental group which participated in the Memory Training Program showed higher memory performance scores as compared to the control group (t=7.500, P=.0001). The memory performance involved an immediate word recall task, a delayed word recall task, a word recognition task, and the face recognition task. 4. In the experimental group, there was significant correlation between the task centered memory self-efficacy scores and the metamemory scores (r=.382, P=.006), but the correlation between the task centered memory self-efficacy scores and the memory performance scores and between the metamemory scores and the memory performance scores were not significant. The results showed that task centered memory self-efficacy, meta memory and memory performance improved following the Memory Training Program including the memory process, changes in memory with aging, and appropriate use of memory strategies. Memory Training Program is an effective nursing intervention for improving memory in elderly people and, also, in people with complaints of memory loss. word list developed by Cho Sung Won (1995) and the face recognition task (Face Recognition Task developed for this study).