Photos vs. Videos: A Case Study of Name Learning After Brain Injury

Introduction:

A myriad of cognitive problems may result following stroke, brain injury, or other neurologic pathologies. Deficits may include but are not limited to attention, memory, and thinking processes (Murray & Chapey, 2001). A common complaint among such clients is the inability to remember people's names (Milders, 1998). Name recall is a task encountered numerous times daily.

For some, forgetting a name is embarrassing and results in awkward social and professional interactions. The inability to recall a name may leave someone feeling uncomfortable or anxious, so much so that they avoid social gatherings altogether (Hux, Manasse, Wright, &Snell, 2000). Helping survivors of brain injury remember names of people they interact with, may positively enhance their lives.

Researchers report using mnemonics and visual imagery strategies with survivors of stroke and brain injury to teach face-name associations with varying levels of success. (Goldstein, et al., 1988; Hux, Manasse, Wright, & Snell, 2000; Lewinsohn, Danaher and Kikel, 1977; Manasse, Hux, & Snell, 2004; Molloy, Rand, & Brown, 1984). Mnemonics may be generated in different ways.

One technique involves taking the to-be-remembered name and creating a statement with a visual and/or auditory association. For example, the imagery statement for the name "Nancy" might be .... "Imagine fancy Nancy in her gown for the ball." The name "Nancy" has an auditory association with the word "fancy" and the person learning the name may visualize Nancy wearing a fancy gown on her way to an evening ball.

Another visual mnemonic requires the learner to make an association between some facial feature of the person and the to-be-remembered name. However, this technique can be difficult because names often do not resemble salient facial features (Goldstein, 1988). Once the mnemonic is created for the target name, the client recites the mnemonic as he/she views a photograph of the person-to-be-remembered as part of the training procedures. The picture is presented as a post-test to assess learning.

Although these techniques may yield successful outcomes, the methods employed do not fully utilize all modalities available. Training in the above studies used what Bruce and Young (1986) called "pictorial coding," defined as "a general code formed for any visual pattern or picture; a record of a particular, static, visual event" (Bruce & Young, 1986, p.307). Pictorial coding is one of seven different codes involved in name processing. However, because photographs lack personality associated with one's ever-changing facial expressions, the "expression code," was also identified by Bruce and Young (1986) as part of face processing. Additionally, "speech code," was defined as the perception of a person's lip movements while speaking, also important for recognizing faces. These codes (i.e., pictorial, expression and speech codes) facilitate access of what Haslam, Cook and Coltheart (2001) describe as 'face recognition units' one aspect of a functional model or person recognition. Access of face recognition units together with 'name recognitions units' create the 'person-identity node' which, it seems, ultimately enable individuals to associate a name with a person's face.