prospective memory in adults with dyslexia · • prospective memory questionnaire (hannon et al.,...
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Prospective memory in adults with dyslexia
Jamie Smith-Spark, Adam Zięcik, and Chris Sterling
London South Bank University, London, UK
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Memory in dyslexia• Memory problems are well documented in dyslexia
– Short-term memory and working memory very well explored (e.g., Jeffries & Everatt, 2004; Jorm, 1983; Menghini, Finzi, Carlesimo, & Vicari, 2011; Palmer, 2000; Smith-Spark, Fisk, Fawcett, & Nicolson, 2003; Smith-Spark & Fisk, 2007; Swanson, 1992, 1999)
– Long-term memory (e.g., McNamara & Wong, 2003; Menghini et al., 2011; Smith-Spark & Moore, 2009)
• But prospective memory underexplored (only Khan, 2014)
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What is prospective memory (PM)?
• “Remembering to remember” (e.g., Mäntylä,1994)• Memory for delayed intentions (Winograd, 1988)
– Delaying the execution of an intended action – Remembering to carry it out at a certain future point
• Two components– Prospective component
• Remembering to perform the intention at the appropriate point in the future
– Retrospective component• Remembering the content of the intention
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The pervasiveness of PM• Mundane activity
– Remembering to post a letter in our bag• Socially
– Pass on a message• At work
– Attending a meeting• Maintaining life itself
– Remembering to take medication
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Types of PM• Two main types
– Event-based (EBPM)• Carrying out an intention in response to a
particular event– e.g., giving a friend a message when you next
see them– Time-based (TBPM)
• Carrying out an intention at a particular time in the future
– e.g., ringing a friend in 30 minutes• Requires more self-initiated mental activities (such
as clock checking)EDA Summer Seminars 2015: Dyslexia and PM 5
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The diversity of PM demands• PM can vary in
– The interval between intention formation and intention execution
• e.g., From a few minutes to months– The regularity of the task
• Habitual to a one-off– The type of response that is required
• Verbal or motor action
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Why might PM be a problem for people with dyslexia?
• Augur (1985)– Anecdotal reports of greater absentmindedness
• Smith-Spark (2000)– Diary study looking at slips of action over two week
period– Significantly greater frequency of general
forgetfulness by adults with dyslexia• Smith-Spark, Fawcett, Nicolson, and Fisk (2004)
– Three items on the Cognitive Failures Questionnaire (Broadbent et al., 1982) tap PM processes
• Two showed significant group differences, one close to significance
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Why study PM in adults with dyslexia?
• The effects of dyslexia are lifelong• McLoughlin, Fitzgibbon, and Young (1994) argue that
adults with dyslexia are not simply children with dyslexia “grown up” (p. 1)
• Problems with PM are likely to have a much greater impact on adults with dyslexia– Some evidence of self-reported PM problems in
children with dyslexia (Khan, 2014)• Need for provision of workplace support and reasonable
adjustments (e.g., Equality Act, 2010, UK)
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Studies• Study 1: Self-report evidence• Study 2: Clinical task
– Same participants in Studies 1 and 2• Study 3: Semi-naturalistic measure run as part of a
larger study (not reported here)
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Participant matching and validation of groups in all three studies
• Educational psychologists’ reports– Groups matched on
• Age• Short-form IQ
– Based on four WAIS-IV subscales: Vocabulary, Comprehension, Block Design, and Picture Completion (see Turner, 1997)
– Groups differed on measures of • Spelling (WORD spelling test; Wechsler, 1993) • Reading (DAST Nonsense Word Reading
Passage; Fawcett & Nicolson, 1998)EDA Summer Seminars 2015: Dyslexia and PM 10
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Participants in Studies 1 & 2 With
dyslexia(N = 30)
Withoutdyslexia(N= 30)
p
Age (years) 24 (4) 24 (5) .953Gender 21F, 9M 24F, 6M -Short-form IQ 110 (10) 108 (9) .534
DAST Nonsense Word Passage
81 (11) 93 (3) < .001
WORD spelling score (max. = 50)
42 (4) 45 (2) < .001
Number of participants with spelling ages ≤ 17 years
14 0 -
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Study 1: The PMQ• Prospective Memory Questionnaire (Hannon et al.,
1995)– Fifty-two items– Four subscales
• Long-term episodic PM• Short-term habitual PM• Self-initiated PM• Techniques to assist memory
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Study 1: PMQ results• Adults with dyslexia
significantly greater self-reported PM problems– Long-term
• p = .003, ηp2 = .143
– Internally-cued• p < .001, ηp
2 = .205– But not Short-term
• p = .051, ηp2 = .06
• And used aids significantly more often too, p = .038, d = .53
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Study 1 Discussion• Self-reported problems with PM in adults with dyslexia• Difficulties across all three types of PM
– Self-initiated and long-term episodic reported to cause significant difficulty
• Short-term Habitual PM non-significant• Errors in PM more prevalent despite self-reported
greater use of tools and strategies to assist remembering
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Study 2• The Memory for Intentions Test (MIST; Raskin et al.,
2010) presents eight PM tasks over 30 minutes• Word search puzzle as the ongoing task• Six scales
• Two-minute delay• Fifteen-minute delay• Time cue• Event cue• Verbal response• Action response
• Retrospective recognition test• Twenty-four hour delayed PM task
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Study 2: MIST results• Lower total score in group with dyslexia
– p = .044, d = .52• No group difference on retrospective questions, p = .310• Significant group effects on two scale pairs
– Two-minute vs. 15-minute delay, p = .036, ηp2 = .074
– Verbal vs. action response, p = .043, ηp2 = .069
• Close to significance on cue type– Time vs. Event cue, p = .053, ηp
2 = .063
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Paired MIST scales• Significant group
interaction for cue type, p = .027, ηp
2 = .082– Groups differ on time
cue, p = .019, d = 0.60• But not event cue, p
= .883• Non-significant
interactions for – Duration of interval, p
= .107– Response type, p =
.570 EDA Summer Seminars 2015: Dyslexia and PM 17
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MIST delayed task
• Significant group x response type association– χ2(2, N = 60) =
6.86, p = .032
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Study 2 discussion• Total scores on the MIST lower in group with dyslexia • Scales indicate dyslexia-related problems greatest when
PM involves time cues– Longer intervals also more problematic, although non-
significant• Delayed task indicates PM problems in everyday life
– Not just limited to the laboratory setting• Not simply a problem of not encoding the PM
instructions• Thus, evidence from a well-established clinical measure
that PM is worse in adults with dyslexia
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Study 3• Semi-naturalistic task
– Remind researcher to save data in 40 minutes
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ParticipantsWith
dyslexiaWithoutdyslexia
p
Age (years) 25 (5) 23 (5) .380Gender 18F, 6M 19F, 6M -Short-form IQ 111 (10) 110 (10) .904
DAST Nonsense Word Passage
79 (10) 93 (3) < .001
WORD spelling score (max. = 50)
41 (4) 45 (2) < .001
Number of participants with spelling ages ≤ 17 years
12 0 -
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Results: Semi-naturalistic task
• Significant association between participant group and the type of response made, χ 2(2) = 11.89, p = .003.
• Adults with dyslexia more likely not to respond than to respond– Reverse pattern with
adults without dyslexia
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Study 3 discussion• Problems with TBPM evident on a more naturalistic task
– Over a 40 minute intervening period
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Conclusions• Dyslexia-related PM difficulties found on
– Self-report questionnaires (the PMQ)– A clinical measure (the MIST)– Semi-naturalistic TBPM task
• First studies to document objective PM problems• Prospective memory deficits evident on tasks requiring
self-initiated, time-based performance– Event-based PM not so affected
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Implications• Prospective memory is called upon every day in
personal, social, and working life• Evidence of PM difficulties should be used to inform
workplace support for adults with dyslexia• Risks of increased likelihood of PM failure when task is
time-based or a one-off– If a customary action, then poorer performance not so
likely– Employees with dyslexia and managers need to be
aware of this and take appropriate measures to ensure that the action is performed as intended
• Implications for self-management– Train people with dyslexia from childhood?
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Recommendations• Given their increased susceptibility to PM failure, adults
with dyslexia should use aids and strategies to support their PM wherever possible– Training may be needed to highlight the most
effective ways to use these supports (c.f. Bacon et al., 2013)
• People with dyslexia should try to convert TBPM tasks to EBPM tasks wherever possible– Little difference between adults with and without
dyslexia when PM is environmentally-cued
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Thank youDr Jamie Smith-Spark,Division of Psychology,
School of Applied Sciences, London South Bank University,
London, United Kingdom.
Email: [email protected]
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