• Corpus ID: 52253924

The effects of hands-on learning versus learning by demonstration on memory in community dwelling older adults

@inproceedings{Hillman2018TheEO,
  title={The effects of hands-on learning versus learning by demonstration on memory in community dwelling older adults},
  author={Corrie N. Hillman},
  year={2018}
}

• Corrie N. Hillman
• Published 2018
• Psychology

Objective. This study compared the effect of two teaching methods, hands-on and demonstration, on immediate, short-term, and long-term recall in older adults without memory impairment living in the community. Method. Twenty older adults participated in the study. The individuals were given the Folstein Mini Mental State (Folstein, Folstein, & McHugh, 1975) test to screen for memory impairment. Individuals had to obtain a score of 24 or higher out of a possible 30 in order to participate. Individuals were randomly assigned to one of two conditions by a computer generated program. In the demonstration condition, individuals were shown the steps involved in the occupation. In the hands-on condition, individuals were shown the steps involved in the occupation while also participating in the occupation. Recall was tested for both conditions immediately following the last step of the occupation, 15 minutes later, and at 24-48 hours. Results. There were no statistically significant differences between the two teaching methods in both immediate (Z = -1.74, p < .081) and 15 minute (Z = -1.82, p < .069) recall. A significant difference was found between hands-on versus demonstration in 24-48 hour recall with participants in the hands-on group recalling more of the syntactical units in order than participants in the demonstration only condition (Z = -2.36, p < .018). Conclusion. No significant differences were found for immediate and 15 minute recall for both conditions. A significant difference was found at 24-48 hours. The participants in the hands-on condition recalled more of the syntactical units in the correct order compared to participants in the demonstration only condition. The long-term effects of using the hands-on teaching method appeared to increase a person’s ability to recall information. Occupational therapy can apply this Running head: HANDS-ON VERSUS DEMONSTRATION 3 information in the development of learning conditions for diverse populations, including community dwelling older adults. Running head: HANDS-ON VERSUS DEMONSTRATION 4 The Effects of Hands-on Learning Versus Learning by Demonstration on Memory in Community Dwelling Older Adults Occupational therapy is a health profession which exists to help people achieve independence, meaning, and satisfaction in all aspects of their lives. Occupational therapists help people accomplish their daily living tasks, adapt to permanent losses, learn new skills, and participate in their environment despite limitations or impairments in mental or physical functions through the teaching-learning process. The occupational therapist’s goal is to provide the client with skills for the job of living. The term “occupation” is derived from Dewey (1916), who believed that learning through active doing was more beneficial than simply learning. Learning is greatly enhanced when combined with a meaningful and purposeful hands-on occupation. The act of doing facilitates learning because the occupation is reinforced through technique, sensory stimulus, and recitation versus learning by recitation alone. The purpose of this study was to examine the effects of hands-on learning versus demonstration learning on memory in community dwelling older adults. There is limited research on older adults and hands-on learning versus demonstration learning, especially in regards to memory. The essential theoretical background and recent research on hands-on versus demonstration will be reviewed and then a description of the current study will follow. Teaching Method There are three teaching methods available for occupational therapists. The first method is verbal instruction. Verbal instruction is passive learning. Cognitive and auditory functioning is required of the learner. A teacher lecturing students is an example of verbal instruction. This method is without active learner involvement; the individual is not physically interacting with their environment (Warner, 1989). Running head: HANDS-ON VERSUS DEMONSTRATION 5 The second method of teaching is verbal demonstration. In verbal demonstration, the teacher is explaining the instructions while simultaneously demonstrating what is being explained. In this teaching method, visual, cognitive, and auditory senses are involved. The third method of teaching is hands-on demonstration. Through hands-on demonstration, cognitive, verbal, proprioceptive, auditory, visual, and tactile senses are involved, increasing retention of information. Actively engaging in the learning event enables the development and integration of the sensory, motor, cognitive, and psychological systems (Fidler & Fidler, 1978). One of the founders of occupational therapy, William Rush Dunton (1928), spoke about the benefits of hands-on doing and how it enhances learning. Research by Fidler and Fidler (1978) showed that the human condition of self-actualization combined with sensory input and occupational purpose were instrumental for individuals to acquire and learn skills. The results of the Karlsson, Backman, Herlitz, Nilsson, Winbald, and Osterlind (1989) study indicated better recall for the hands-on group in healthy adults and adults with Alzheimer’s disease. The findings reiterate that encoding of learned information is a way to reinforce memory recall through the motor act, through sensory involvement and through existing, and acting in the present. According to Karlsson et al., (1989) when a multitude of sensory systems are employed, learning is more deeply encoded. This happens because the multiple senses reinforce each other thereby codifying the learning event. Memory Memory can be broken down into three separate stages or types: immediate memory, short-term memory with working memory, and long-term memory. Immediate memory is the ability to remember small amounts of information – typically seven elements over a few seconds. Immediate memory makes sense of what is immediately perceived. Recalling a phone Running head: HANDS-ON VERSUS DEMONSTRATION 6 number after it has been looked up is an example of immediate memory. Immediate memory store is limited and is also quickly lost (Cavanaugh & Blanchard-Fields, 2006). Short-term memory with working memory is the ability to retain and recall recent experiences and events. Short-term memory with working memory is limited and temporary unless refreshed through rehearsal. Working memory is the term used for the processing of information from short-term to long-term memory. Working memory is the active processes and structures involved in holding information in the brain and simultaneously using that information, sometimes in conjunction with incoming information, to solve a problem, make a decision, or learn new information (Cavanaugh & Blanchard-Fields, 2006). Working memory is center to encoding, storage, and retrieval. Long-term memory is the ability to recall skills, events, information, or experiences that were learned or occurred in the distant past. Long-term memory differs structurally and functionally from short-term with working memory. Long-term involves a physical change in the structure of neurons which is the mechanism by which short-term memories move into longterm storage. In the memory process, long-term memory is considered the permanent storehouse of retained information (Cavanaugh & Blanchard-Fields, 2006). Memory and Aging Aging does not affect immediate memory. At any age, people can typically store 5 to 7 pieces of information in immediate memory. Over time, even in the absence of neurological factors, long-term memory is subject to a natural fading process. In older adults, short-term memory with working memory is the stage most often affected as people age. Long-term memory can be improved through reflection or deliberate recall (Cavanaugh & Blanchard-Fields,