Memory Classes and Group Working Memory Span Tasks Change Memory Self-efficacy of Older Adults

Abstract

Memory self-ef f icacy (MSE) of older adults was investigated by examining short-term and working memory span scores in addition to relations among memory self-ef f icacy, short-term memory span, working memory span, and memory aids used in everyday life. After older adults (n = 148) responded to a pre-MSE questionnaire, they performed word span tasks, position span tasks, and symmetry span tasks. Later, they completed a post-MSE questionnaire and reported the daily life memory aids they use. The mean post-MSE score was found to be significantly lower than the mean pre-MSE score. Significant positive correlation was found only between the post-MSE score and the number of daily life memory aids, short-term memory span, and working memory span. These results suggest that performing short-term and working memory tasks in a group changes older adult memory self-ef f icacy from irrelevant to relevant.