Implicit and explicit learning gains in Alzheimer's patients: Effects of naming and information retrieval training

Abstract

The purpose of this study was to examine the effects of repeated exposure to words from a target category on implicit and explicit learning of seven mild to moderate Alzheimer's patients. Following 18-20 baseline fluency tests on the target category, subjects participated in eight sessions of a picture naming exercise and related quiz (study task) which exposed them to 33 words from the target category (exposure words). One hour after each study task session, the fluency test used at baseline was administered again (experimental fluency test). All subjects increased correct responses on the study task, demonstrating significant explicit learning. Six subjects produced exposure words on the experimental fluency tests that they had never named during the multiple baseline tests and all subjects unexpectedly named novel words (not exposure words and not produced at baseline) on the experimental fluency tests. Taken together, these results provide evidence of implicit and explicit learning and semantic activation. Implications for management and direction for future research are discussed.