ABSTRACT
The memory training literature shows that older adults benefit from strategy training conducted by an instructor (or therapist) in either individualized or classroom settings (West, 1989; Yesavage, 1985). However, despite their demonstrated effectiveness among elderly trainees, mnemonic techniques are often abandoned within a relatively short span of time (Anschutz, Camp, Markley, & Kramer, 1985, 1987). Recently, Neely and Backman (1993) found that six months after mnemonic training elderly participants could effectively use learned strategies to facilitate word recall; however, fewer than 40% of the subjects reported actually using the strategies in their everyday life. Failure to generalize strategy usage outside the laboratory setting may reflect a deficiency in standard memory training procedures in that they typically do not involve real-life situations. In addition, the failure to generalize training outside of the laboratory may reflect the lack of sustained exposure to mnemonic training (Finkel & Yesavage, 1990; Riley, 1992). In order to be retained and effectively integrated into the older adult's strategic arsenal, mnemonic strategies must be continued and reinforced within the individual's everyday environment (Yesavage, 1985). Rarely, however, are memory training interventions available to the elderly on a daily basis, and this lack of availability doubtless undermines the sustained use of such skills. Clearly, additional means of training and education are necessary.
