Research suggests that<unk>  results from poor memory encoding of a particular context opposed to poor retrieval of a context specific memory, except within the case of<unk> cs. This is because content must be encoded along with context in order for the two to be integrated into memory. Since poor encoding may be responsible for<unk> , it is not likely that a person will be able to retrieve a specific<unk>  memory in the future if it was not properly encoded. This makes it difficult to create treatments for<unk>  because the information may not be integrated properly within the brain. Certain prevention strategies have been studied in order to target at-risk populations and teach them how to prevent the loss of contextual memory as well as how to improve<unk>  memory in the general population. General population While<unk>  appears to be the most prevalent in populations with specific brain impairments, it is possible for individuals without deficits in memory to experience<unk> . This may happen if a person only encodes content and does not integrate the context-specific information into memory. Research suggests that context-specific information is better recalled in situations that involve emotional stimuli or words. This suggests that<unk>  memory may benefit from thinking about emotions related to the content in order to better encode<unk>  related information. This is related to theories on flashbulb memory. Children Children are more likely to correctly identify<unk>  information if they have been taught to think about the relation between the speaker and the information being shared. This holds true whether the children think about perceptual or emotional ties to the speaker but the effect appears larger when emotional context is considered. The increase in accurate<unk>  encoding is not without a cost as it was demonstrated that children who improved their<unk>  encoding typically remembered less than controls when it came to recalling semantic or non-source information. This suggests that there may be a trade-off when it comes to different types of memory in children because they are only able to attend to a certain amount of information at one time. Older adults Older adults may suffer memory impairments as a result of the natural aging process. These memory impairments may be due to degeneration of the frontal lobe and other age related changes. It is very common for older adults to experience increased<unk>  for memories compared to younger adults. Prevention of<unk>  in older adults may include memory training programs in an attempt to increase cortical thickness in the brain. Research suggests that even the brains of older adults may be capable of continuing plasticity. In one particular study, older adults were exposed to 8-week long memory training programs. These memory-training programs involved serial memory recall practice using mental imagery as a mnemonic device. Adults involved in the memory-training program showed significant improvement in their<unk>  memory specifically. In addition to the memory benefits, increased cortical thickness was shown using MRI scans. While this research has not been tested in a longitudinal study, it suggests that older adults and perhaps other at-risk groups for<unk>  could benefit from explicit memory training exercises. Another way in which older adults can avoid<unk>  is to think about the relationship between the content and context of an experience or memory. This preventative measure must be taken when information is being encoded in order to direct attention to the<unk>  and to be aware of how it relates to the content. Participants experiencing<unk>  performed at the same level of groups not at risk of<unk>  when these strategies were implicated suggesting that those who do not experience this memory deficit may integrate content and context implicitly.
Source amnesia
Body substance isolation
Mood congruence
Psychological dependence
Listener fatigue
Delusion
Self-disorder
Mirrored-self misidentification