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dc.contributor.authorLaughland, Andrew
dc.contributor.authorKvavilashvili, Lia
dc.date.accessioned2014-06-12T08:30:44Z
dc.date.available2014-06-12T08:30:44Z
dc.date.issued2014-05
dc.identifier.citationLaughland , A & Kvavilashvili , L 2014 , ' How long should a diary be kept? A diary study of prospective and retrospective memory errors in young and old healthy adults ' , 4th International Conference on Prospective Memory , Naples , Italy , 26/05/14 - 30/05/14 .
dc.identifier.citationconference
dc.identifier.urihttp://hdl.handle.net/2299/13719
dc.description.abstractMemory research has commonly been conducted in the laboratory, and by the use of self-report questionnaires assessing retrospective and prospective memory. Although a diary method can give more accurate insight into everyday memory processes, there are very few diary studies of everyday memory errors. This study added a 28-day diary-recording period to laboratory tests and self-assessment questionnaires. The 28 day period was expected to cover different aspects of life – busier and quieter periods – but initial results showed that surprisingly few memory errors were recorded over a 28 day period, yet participants claimed to have been recording the majority of memory errors experienced during this period. We suspect that participants fatigue over 28 days or start slowly because they feel they have plenty of time, and therefore record fewer errors. A second 7-day diary condition was added and results will compare the number of memory errors committed pro rata over the two diary-keeping periods.en
dc.format.extent195537
dc.language.isoeng
dc.subjectdiary study, study design, young adults, older adults, prospective memory, retrospective memory
dc.titleHow long should a diary be kept? : A diary study of prospective and retrospective memory errors in young and old healthy adultsen
dc.contributor.institutionHealth & Human Sciences Research Institute
dc.contributor.institutionSchool of Life and Medical Sciences
dc.contributor.institutionDepartment of Psychology
dc.contributor.institutionPsychology
dc.contributor.institutionLearning, Memory and Thinking
dc.description.statusPeer reviewed
rioxxterms.typeOther
herts.preservation.rarelyaccessedtrue


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