Background and objectives

Client memory and learning is limited for psychological treatment contents. This study investigated different approaches to support client memory and learning of treatment contents and the relationship between memory and learning of treatment contents and outcome.

Methods

Adult participants (n = 428) were recruited through Amazon's Mechanical Turk and randomized to complete one of three versions of a one-session procrastination intervention. Two versions of the intervention included different amounts of memory support strategy types from the Memory Support Intervention. A control version did not include any types of memory support. Memory and learning of treatment contents were assessed immediately after the intervention and one week later. Procrastination and two mechanisms of procrastination (impulsiveness and self-efficacy) were assessed at baseline and one week after the intervention.

Results

Contrary to the hypotheses, a version of the intervention with multiple types of memory support strategies was not associated with better memory and learning of treatment contents than a version of the intervention with only one type of memory support strategy or the control intervention. Greater memory and learning of treatment contents predicted improvement in mechanisms of procrastination, but not procrastination itself.

Limitations

The mean level of procrastination in this study was lower than in other treatment studies of procrastination.

Conclusions

Results partially support the rationale for the Memory Support Intervention that improving client memory and learning of treatment contents can improve outcome. Findings suggest that the Memory Support Intervention may be simplified to include fewer strategies without compromising efficacy.

中文翻译：

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客户对治疗内容的记忆和学习：拖延症简短治疗中干预策略及其与结果关系的实验研究。

背景和目标

客户对心理治疗内容的记忆和学习是有限的。本研究调查了支持客户记忆和学习治疗内容的不同方法，以及记忆和学习治疗内容和结果之间的关系。

 方法

成人参与者（ n = 428）是通过亚马逊的 Mechanical Turk 招募的，并随机完成一次性拖延干预的三个版本之一。干预的两个版本包括与记忆支持干预不同数量的记忆支持策略类型。控制版本不包括任何类型的内存支持。在干预后立即和一周后评估治疗内容的记忆和学习。在基线和干预后一周评估拖延和两种拖延机制（冲动和自我效能）。

 结果

与假设相反，与仅使用一种记忆支持策略或对照干预的干预版本相比，使用多种类型的记忆支持策略的干预版本与更好的记忆和学习治疗内容无关。对治疗内容的更好的记忆和学习预示着拖延机制的改善，但不是拖延本身。

 局限性

这项研究中的平均拖延水平低于其他拖延治疗研究。

 结论

结果部分支持记忆支持干预的基本原理，即改善客户记忆和学习治疗内容可以改善结果。研究结果表明，记忆支持干预可以简化为包括更少的策略，而不会影响疗效。