Hypermnesia and Amnesia: Remembering (with) the Body and Post-Conflict Memorials and Architectures

The article consists of two parts. The first part (§§ 1–2) investigates the indiscriminate and absolute remembering and forgetting of everything, hypermnesia and amnesia as the extreme terms that research has used and uses for the different phenomena of memory, both in individuals and in social and political forms. In the face of these shifts it is thus indispensable to re-establish a critique of the paradoxical effects of memory aids and, at the same time, to seek new forms of remembrance that by mixing an experiential dimension and public sphere refocus the attention on the connection between latency, tension and experiential triggers of involuntary memory and on the ability to break through the fictions of collective memory. On this basis, the second part of the article (§§ 3–4) analyses how the experience of political and racial deportation during World War II drastically changed the idea of memorial architecture. More specifically, the analysis deals with a kind of memorial device that must represent and memorialise persons whose bodies have been deliberately cancelled. The aim is to present and analyse the artistic and architectonic efforts to refer to those forgotten bodies, on the one hand, and on the other hand to point out how for these new kind of memorials the body of the visitor is asked to participate, both physically and emotionally, in this somehow paradoxical search for lost bodies, offering oneself as a substitute.

The Registration Continuum in Personality Disorder Studies: Theory, Rationale, and Template

Registration is a tool to increase rigor of personality disorder research and its ability to reduce human suffering through improving people’s lives. This article details the problems that exist without registrations, which revolve around a study’s outcomes’ dependence on the data rather than on the theory being tested. Registrations exist on a continuum underpinned by bipolar timing and unipolar disclosure dimensions, the latter of which poses myriad points of decisions for researchers to register. The registration process provides memory aids and guideposts for researchers through the course of a study, transparently maintains public trust in the scientific enterprise, and preserves the severity of the tests used in the study. This articles provide a template for personality disorder researchers to consider and examples of how researchers can use registered flexibility to plan for contingencies that might arise during a study. It also addresses challenges in evaluating registrations and implementing registration in a research workflow.

A Systematic review of smartphone and tablet use by older adults with and without cognitive impairment

Background and Objectives A systematic review was conducted to explore the use of smartphones and tablet computers as cognitive and memory aids by older adults with and without cognitive impairment, specifically the effects of smartphone and tablet use on participants’ cognition and memory, and the barriers to facilitators to smartphone and tablet use for cognitive and memory support. Research Design and Methods A systematic search of six key databases found 11,895 citations published between 2010 and 2021. Studies were included if they involved community-dwelling older adults with or without cognitive impairment arising from acquired brain injury, mild cognitive impairment, or dementia, and if they evaluated everyday smartphone or tablet device use for cognition, memory, or activities of daily living. Results A total of 28 papers were included in the narrative synthesis. There was some evidence that the use of smartphones and tablets could aid cognitive function in older adults without cognitive impairment, particularly executive function and processing speed. There was modest evidence that smartphone and tablet use could support memory in both older adults without cognitive impairment and those with acquired bran injury and dementia. Discussion and Implications Smartphones and tablets were seen by users as acceptable, enjoyable, and non-stigmatising alternatives to conventional assistive technology devices; however, current use of smartphone and tablet devices is hindered by the digital literacy of older adults, a lack of accommodation for older adult users’ motor and sensory impairments, and a lack of input from clinicians and researchers. Much of the evidence presented in this review derives from case studies and small-scale trials of smartphone and tablet training interventions. Further research is needed into older adults’ use of smartphones and tablets for cognitive support before and after the onset of cognitive impairment in order to develop effective evidence-based smart technology cognition and memory aids.

Rehabilitation organisch bedingter Gedächtnisstörungen: Was, wann, für welche Betroffenen?

The aim of this paper is to provide an overview of treatment strategies and methods as well as a practical decision support, based on the current version of the guideline on memory rehabilitation [55] and the authorsʼ views. We show that the choice of a method for efficient neuropsychological treatment depends on the type and severity of the memory disorder as well as on the previous therapy experience of the affected person and the defined therapy goal: e.g., what it means to work with implicit »errorless learning« methods; which form of external memory aids can be used with which patients; that methods for improving memory performance are available for persons with moderate to mild memory disorders; and that PC therapy is also likely to help younger and more mildly affected persons. The aim is also to provide a broad overview of current studies on memory rehabilitation, some with very promising results. However, many questions remain unanswered to date, some of which have been highlighted in this paper with the aim of stimulating future research to enable those affected by memory impairment to achieve the best possible rehabilitation and the greatest possible independence

Mnemonic Aids in Linguodidactic Discourse

The article examines modern English memory aids as part of linguodidactic discourse in teaching English, and the patterns of mnemonic devices represented by sentence, acronym, abbreviation and verse. The empirical material of the research incorporates 54 units. The focus is made on an extensive number of mnemonics compiled as a meaningful text and the patterns of the devices in the form of a sentence, and the mnemonic acronyms homonymous to general vocabulary, i. e. homoacronyms. At that, the mnemonic aids which are not similar to other words, are not so often used as mnemonic devices. The mnemonic devices in the paper have been studied on the basis of the English and Russian sources published in the 21st century.Mnemonic devices have become part of research only in recent years. Previously mnemonics were studied within the framework of pedagogical discourse in teaching Geography, Biology, Astronomy, History, and Music. In the present research the mnemonics related to teaching English were distributed by structure. Afterwards, mnemonic sentences and the mnemonics homonymous to the existing lexemes were identified. The analysis of the structures showed the domination of the mnemonics structured as sentences and homoacronyms. 54 units of mnemonics under study were presented in the form of 22 sentences, 3 verses, 17 acronyms and 12 abbreviations. The most common structure proved to be a sentence, while the least common one was verse. The mnemonics considered contained only 13 units which were not sentences or homoacronyms: 12 abbreviations and 1 acronym of primary nomination. The examination of the structures showed the domination of the mnemonics organized as a sentence or a homoacronym. The research confirms the assumptions made earlier on the frequent use of sentence mnemonics, which, as it turned out, exceed the shares of the other mnemonic patterns. In their turn, homoacronyms made up a larger share compared to acronyms and abbreviations with no reference to general English words or verse. Thus, we can consider these structures (sentences and homoacronyms) within English teaching as part of pedagogical discourse. To sum it up, while compiling mnemonic aids, preference should be given to sentences or homoforms based on the vocabulary, while verses and abbreviations might be used economically. The article has also revealed additional features of mnemonics, in particular applying asyndeton in acronyms and abbreviations, the average number of 3 or 4 components in a mnemonic aid. Studying such structures will contribute to examining shortened forms and functioning of mnemonics in linguodidactic discourse.

Dementia Early-Stage Cognitive Aids New Trial (DESCANT) of memory aids and guidance for people with dementia: randomised controlled trial

BackgroundCommon memory aids for people with dementia at home are recommended. However, rigorous evaluation is lacking, particularly what guidance or support is valued.ObjectiveTo investigate effects of memory aids and guidance by dementia support practitioners (DSPs) for people in early-stage dementia through a pragmatic, randomised controlled trial.MethodsOf 469 people with mild-to-moderate dementia and their informal carers, 468 were randomised to a DSP with memory aids or to usual care plus existing dementia guide. Allocation was stratified by Trust/Health Board; time since first attendance at memory service; gender; age; and living with primary carer or not. Primary outcome was Bristol Activities of Daily Living Scale (BADLS) Score at 3 and 6 months (primary end-point). Secondary outcomes for people with dementia: quality of life (CASP-19; DEMQOL); cognition and functioning (Clinical Dementia Rating Scale; S-MMSE); capability (ICECAP-O); social networks (LSNS-R); and instrumental daily living activities (R-IDDD). Secondary outcomes for carers: psychological health (GHQ-12); sense of competence (SSCQ).ResultsDSPs were successfully trained, compliance was good and welcomed by participants. Mean 6 months BADLS Score increased to 14.6 (SD: 10.4) in intervention and 12.6 (SD: 8.1) in comparator, indicative of greater dependence in the activities of daily living. Adjusted between-group difference was 0.38 (95% CI: −0.89 to 1.65, p=0.56). Though this suggests greater dependency in the intervention group the difference was not significant. No differences were found in secondary outcomes.ConclusionsThis intervention did not maintain independence in the activities of daily living with no improvement in other outcomes for people with dementia or carers.Trial registration numberCurrent Controlled Trials ISRCTN12591717.

Level of non-adherence and its associated factors among adults on first-line antiretroviral therapy in Amhara Regional State, Ethiopia

Background In Ethiopia, nearly one-third of people living with human immunodeficiency viruses do not adhere to antiretroviral therapy. Moreover, information regarding non-adherence and its associated factors among adults on first-line antiretroviral therapy in Northeast Ethiopia is limited. Therefore, this study aimed to assess the level of non-adherence and its associated factors among adults on first-line antiretroviral therapy in North Shewa Zone, Amhara Regional State, Ethiopia. Methods A facility-based cross-sectional study was conducted on 326 participants selected by systematic random sampling technique from the five randomly selected public health facilities. Data were collected using the questionnaire adapted from the studies conducted previously and the collected data were entered into Epi data version 3.1 and exported to Stata version 14 for further analysis. Multivariable logistic regression analysis was done and an adjusted odds ratio with its corresponding 95% confidence interval was used to declare a statistical significance. Results The overall prevalence of non-adherence was 17.4% [95% CI: (12.8%, 21.2%)]. Patients with no formal education [AOR (95% CI) = 5.57 (1.97, 15.88)], those who did not use memory aids to take their medications [AOR (95% CI) = 3.01 (1.27, 7.11)], travel more than 10 kilometers to visit the nearby antiretroviral therapy clinics [AOR (95% CI) = 2.42 (1.22, 25.86)], those who used substance [AOR (95% CI) = 3.57 (1.86, 28.69)], and patients whose medication time interfered with their daily routine activities [AOR (95% CI) = 15.46 (4.41, 54.28) had higher odds of having non-adherence to first-line antiretroviral therapy compared to their counter groups. Conclusion The level of non-adherence to first-line antiretroviral therapy was 17.4%, higher compared to WHO’s recommendation. Hence, patients counseling focused on avoiding substance use, use memory aids, and adjusting working time with medication schedule are very crucial. Furthermore, the ministry of health and the regional health bureau with other stakeholders should expand antiretroviral therapy service delivery at health facilities that are close to the community to address distance barriers.

Memory Aids as a Disability-Related Accommodation? Let’s Remember to Recommend Them Appropriately

Memory aids are now frequently provided to elementary and secondary school students to increase their success in achieving provincial curriculum standards. While such an accommodation may meet the immediate goal of improved academic performance it may not be warranted based on an actual long-term memory retrieval impairment and may therefore be inequitable, providing an unfair academic advantage relative to non-disabled students. Furthermore, providing memory aid accommodations inappropriately may rob students of the opportunity to learn effective study and retrieval strategies, leading instead to dependence on an accommodation that may not be continued once they enter post-secondary education. An appropriate accommodation at the post-secondary level of education removes a disability-related barrier (functional impairment) and assists only those facing such barriers; under human rights legislation, accommodations are not implemented to guarantee success, reduce anxiety, or provide unequal access to material. Memory aids improve the retrieval of information from long-term storage for everyone. As such, the current widespread provision of this accommodation prior to post-secondary studies must be evaluated critically, with such supports offered only when justified. A six-step process for determining when memory aids are an appropriate accommodation within the post-secondary setting is provided and discussed.