Helping Minds Remember: How Feedback Can Support Learning in Early-Stage Alzheimer’s Disease

Patients, families and caregivers – science, caregiving, and hope—together.

Even Now, She’s Still Learning

Caring for someone with Alzheimer’s disease (AZ) often involves repeating instructions, offering reminders, and coping with moments of confusion. For many of us, this isn’t just theory—it’s deeply personal. My own mother is living with dementia, and from seven hours away, I try to connect with her daily by phone. Some days she can answer. Other days, she can’t figure out how to pick up the receiver, use the remote, or remember how to push her button to get an aide. I drive to visit her whenever I can, stay as many days as I can, and when I’m there, I try to help her relearn the small things that support independence and comfort.

This ongoing experience has made me want to better understand what remains possible—what can still be learned—and how I can support her in those moments because we both get frustrated. A recent study offers an encouraging insight: individuals with early-stage Alzheimer’s still have the capacity to learn—especially when they receive consistent, supportive feedback.

Understanding Learning in Alzheimer’s Disease

Many caregivers and professionals assume that learning new information becomes impossible for individuals with Alzheimer’s. While the disease does impair memory and learning abilities, a recent study shows that learning is still possible—especially when feedback is used effectively.

The researchers compared people with early-stage Alzheimer’s disease to healthy individuals on tasks requiring them to learn associations. Some tasks gave feedback (“Correct” or “Try again”), while others offered none. Remarkably, both groups learned significantly better with feedback. This suggests that when feedback is present, people with AZ can build new knowledge more effectively and with less distress.

Why Feedback Works

Feedback serves two important roles:

Clarifies expectations: It helps the person know immediately whether they’re on the right track.
Encourages repetition and adjustment: Reinforcement strengthens memory pathways and encourages the learner to try again when something doesn’t work.

Even when learning speed is slower, as was the case for individuals with AZ, consistent feedback helps bridge the gap.

Practical Strategies for Caregivers and Professionals

While the authors do not make specific caregiving recommendations, their findings suggest that the strategic use of feedback may be beneficial in real-world settings. Based on the study’s insights, here are some practical strategies to support learning and reduce confusion:

Use Immediate and Clear Feedback: When teaching or reminding someone about a task (e.g., how to use the microwave), provide instant, simple feedback like, “Yes, that’s right!” or “Let’s try this button instead.”
Avoid Withholding Correction: Don’t assume that trial-and-error without guidance helps. A gentle prompt or correction is often more effective than silence.
Reinforce Small Successes: Even partial accuracy should be acknowledged. This encourages confidence and strengthens attention.
Repeat with Consistency: Alzheimer’s learners do better with repetition. Don’t change your feedback language frequently—stick with the same phrases to build familiarity.
Create Feedback Loops in Daily Life: For example, if someone is relearning how to take medication, use a checklist with simple visuals and offer a verbal “yes” or “well done” when completed correctly.
Keep a Calm Tone: Feedback should never feel like criticism. A calm and supportive tone builds trust and reduces the likelihood of emotional distress or withdrawal.

Supporting Learning with Dignity

The goal isn’t just to help the person remember, but to honor their capacity for learning, even in the face of cognitive decline. This approach can reduce confusion, decrease emotional upset, and preserve a sense of self-worth.

People with mild Alzheimer’s disease may lose many memories—but their ability to learn with feedback remains surprisingly intact. As caregivers, professionals, or family members, our role is not just to repeat instructions, but to offer supportive, consistent, and compassionate feedback that makes learning feel safe.

I’m still figuring it out—day by day, call by call, visit by visit, and if I am honest, deep breath by deep breath. But research like this gives me hope that small moments of learning and connection are still possible. It’s not about teaching perfectly—it’s about creating the right conditions for learning to continue, with patience, dignity, and love.