Potential relationship between sensory modality strengths and memory strategies
Coiner, Christina Pearl
Scherz, Julie W.
This study explored the relationship between memory strategies and sensory modality strengths. Memory strategies are often taught by speech-language pathologists to individuals with memory impairments. Information about the relationship between memory strategies and individual differences could provide better direction for treatment approaches. Forty participants, ages 21 to 88, were administered a number of memory assessments including letter and categorical fluency, recall and recognition memory, immediate and delayed story retelling and visual memory. After each memory test, participants were asked to report any strategies used to complete the task. After completion of all memory tasks, participants indicated strategies used from a short listing of possible memory strategies, as well as completed an open-ended portion to report any other strategies. Participants' sensory modality strengths were assessed using the Swassing-Barbe Modality Index (SBMI) and the Visual Aural Read/Write Kinesthetic (VARK) Questionnaire. No significant relationship was found between sensory modality strength and memory strategies used to complete the various memory tasks. Individuals used a variety of memory strategies unrelated to their sensory modality strength and the type of memory task. Speech-language pathologists should be aware of their clients' individual differences and be prepared to teach an assortment of strategies to clients with memory impairments. Clients with a variety of usable strategies may be better equipped to employ those strategies in various situations like their typical adult peers.
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Thesis (M.A.)--Wichita State University, College of Health Professions, Dept. of Communication Sciences and Disorders