Doctoral Dissertations

Date of Award

8-1994

Degree Type

Dissertation

Degree Name

Doctor of Philosophy

Major

Psychology

Major Professor

Leonard Handler

Committee Members

Michael Eisenstadt, Robert Levey, Michael Johnson, Robert Wahler

Abstract

The present study clinically assessed the relationships between subjective memory complaints, learning efficiency, and performance on objective memory tests. Since research in the area of memory functioning has usually focused on the elderly or patients with neurological impairment, this study chose subjects who did not typically fall within those populations. The sample consisted of 40 adults who were divided into two age groups, 20 younger adults 34 to 45 years of age, and 20 older adults 53 to 66 years of age. The effects of depression and intellectual abilities (IQ) were also considered in relation to subjective memory complaints, learning, and memory. Subjects were divided into low depression and high depression groups based on the scores derived from the Beck Depression Inventory. They were also divided into low IQ and high IQ groups based on the two-subtest form of the Wechsler Adult Intelligence Scale-Revised. Learning efficiency and memory functions were measured according to the following standardized learning and memory tests: Rivermead Behavioral Memory test; Recognition Memory test; Rey Visual Design Learning Test; Visual and Verbal Paired Associates, and Visual Reproduction subtests from the Wechsler Memory Scale-Revised; California Verbal Learning Test; and Prose and Names & Faces subtests from the Memory Assessment Scale. Memory complaints were measured by the Everyday Memory Questionnaire. Correlational and t-test analyses were performed on the data. Results indicated that there were several negative correlations between age and the measures of learning and memory. There was also a negative relationship between depression and one nonverbal memory measure. The latter findings suggest that as age and the level of depression increase, subjects' performances on the objective tests decrease. On the contrary, correlations between intellectual abilities and the objective tests produced positive relationships on several learning and memory measures. Hence, as IQ increases, individuals' performances on objective tests also increase. T-test analyses revealed that age did not have an effect on the amount to which an individual would complain of memory difficulties. It was also indicated that age had a minor effect on the amount of information remembered, while depression had little or no effect on learning and memory. Conversely, the level of intellectual abilities had the most significant impact on learning and memory functions. Results further showed that depression was the only factor that affected the amount of memory complaints. Despite the subjects' memory complaints, and the differences that occurred between the groups in this study, both age groups performed in the normal range of learning and memory functioning on the majority of memory measures. It can be concluded that from this sample, individuals had subjective memory complaints with no objective evidence that would point to a possible neurological problem. Depression was the major contributor to the amount of memory complaints that subjects would experience. Furthermore, the level of intellectual abilities was the most significant factor in having an impact on learning and memory functioning.

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