Learning and retention of a daily activity schedule in a patient with alcoholic Korsakoff's syndrome

Abstract

This study examined the ability of a memory-impaired patient with alcoholic Korsakoff's syndrome to learn and retain a schedule of daily activities. A letter-fragment cueing method was used as a teaching technique. Despite evidence of severe frontal lobe deficits and high levels of anxiety the patient showed a strong learning effect relative to baseline. In addition, considerable retention after termination of training was evident. When the activity schedule was altered, the patient learned the new information without direct training. Results are discussed in terms of the reported rigidity of domain-specific learning, the influence of mood states, and the spontaneous use of memory techniques.