Self-generation to improve learning and memory of functional activities in persons with multiple sclerosis: meal preparation and managing finances

Abstract

Objective: To examine the utility of using a self-generation strategy to improve learning and performance of everyday functional tasks in persons with multiple sclerosis (MS).

Design: Mixed-design with both a within- and between-subject factor.

Setting: Nonprofit rehabilitation research institution.

Participants: Participants (n=20) with MS and healthy controls (n=18).

Interventions: Participants completed 2 meal preparation and 2 financial management tasks. One task in each area was presented in the provided condition, in which all instructions were provided to and read by the participants, and the other task was presented in the generated condition, in which participants were asked to generate (fill in the blank) the necessary items needed to perform each step of the task.

Main outcome measures: Correct recall of task items and step sequence immediately and 1 week after initial learning and correct performance of task items and step sequence 30 minutes after initial learning. The maximum possible score in each of the recall tests was 24.

Results: Although the MS and healthy groups did not differ in overall items recalled, in both groups tasks learned in the generated condition enhanced memory performance significantly for the tasks used when compared with similar tasks learned in the provided condition.

Conclusions: Self-generation during learning can significantly improve subsequent recall of information and performance of activities of daily living for persons with MS. Implications of these findings for cognitive rehabilitation in MS are discussed.