Identity Matching and Stimulus Equivalence Learning Paradigms for Memory Rehabilitation of Explicit Memory Deficits: A Scoping Review

TL;DR

This review explores how relational learning methods like stimulus equivalence could help rehabilitate explicit memory deficits, such as those in Alzheimer's, but finds current evidence inconclusive due to methodological issues.

Contribution

The paper provides a scoping review of relational learning paradigms for memory rehabilitation, highlighting methodological gaps and guiding future research.

Findings

Findings were mixed regarding the success of training procedures like identity matching and arbitrary matching.

Positive outcomes were observed under the differential outcome procedure (DOP), with efficacy depending on impairment severity.

Current evidence remains inconclusive due to uncontrolled study designs and weak statistical analysis.

Abstract

Explicit memory dysfunction, such as in Alzheimer’s dementia, impairs learning and daily functioning, requiring effective rehabilitation strategies to promote functional independence. Relational learning paradigms such as stimulus equivalence learning (SEL) imply the formation of networks of relations in which trained relations give rise to emergent relations, potentially providing a novel approach to addressing deficits in remembering and stimulus control. We evaluated the scope and nature of research on the application of relational learning paradigms for memory rehabilitation. In particular, we outline the evidence for the efficacy of identity matching and SEL in specific disorders, the associated effective strategies, and challenges to guide future research. A systematic search following the PRISMA-ScR guidelines identified 23 reports categorized into identity matching, arbitrary matching, and differential outcome procedure (DOP) paradigms. Findings were mixed regarding the success of training procedures. Studies indicate particularly positive outcomes under the DOP and overall efficacy seemed to depend on impairment severity. However, current evidence on the efficacy of relational learning paradigms in individuals with explicit memory dysfunction remains inconclusive due to uncontrolled designs and methodological weaknesses in statistical analysis and patient reporting. Nevertheless, insights from the reviewed studies can inform more rigorous future research. The focus should be on identifying the necessary and sufficient conditions for training stimulus equivalence relations in this population, within meaningful and well-controlled experimental designs to validate the preliminary findings and assess SEL’s potential as a cognitive intervention.

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