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Acquisition of Domain-Specific Knowledge in Patients with Organic Memory Disorders

Elizabeth L. Glisky is visiting assistant professor in the Department of Psychology at the University of Arizona. Address: Elizabeth L. Glisky, Department of Psychology, University of Arizona, Tucson, A 2 85721.

Daniel L. Schacter

Daniel L. Schacter is associate professor of psychology at the University of Arizona. Both authors received their PhDs in experimental psychology from the University of Toronto where they were subsequently associated with the Unit for Memory Disorders. They are currently conducting research at the Amnesia and Cognition Unit, University of Arizona, concerning the nature of organic memory disorders and possibilities for rehabilitation.

Patients with organic memory disorders are typically unable to acquire and retain new information and are therefore often unable to lead independent lives. The present paper outlines an approach to memory remediation that attempts to teach memory impaired patients domain-specific knowledge relevant to their everyday functioning. Several studies describe the successful use of a training technique, the method of vanishing cues, in teaching patients information and skills associated with the operation of a microcomputer. Additional studies show that knowledge acquired in the laboratory can be applied in at least one important domain of everyday life—the workplace. Suggestions for the use of these techniques with other cognitively disabled populations and in other domains are considered.

Journal of Learning Disabilities, Vol. 21, No. 6, 333-339 (1988)
DOI: 10.1177/002221948802100604


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