The theory of vanishing cues was first thought of by Elisabeth Glisky and Daniel Schacter, as a method of training amnesics to perform new tasks. The method by which this learning occurs is through the repetition of clues to perform a task, with the subsequent removal of certain cues as learning progresses. 

Previous studies have shown that amnesics have the ability to learn new skills without even realizing it. The first such testing was done by Corkin (1968, cited by Allard, 2001) who found it was possible for amnesics to learn psychomotor tasks. Although they couldn't remember performing the tasks before, their scores still improved over time. Similar testing by Cermark, Lewis, Butters and Goodglass (1973, cited in Allard, 2001) reaffirmed this discovery, with studies by Cohen and Squire, and Cohen, Eichenbaum, Decedo and Corkin (1980, and 1985 respectively, cited in Allard, 2001) extending what was known about amnesic learning to include pattern recognition tasks and cognitive tasks. 

One of the discoveries important to the theory of vanishing cues is that of priming. It has been shown that amnesics show normal performance on a variety of tasks involving changes to information processing based on prior experience. (Allard, 2001) For example, when given a list of words to remember, amnesics will show very poor recall. However, if asked to add letters to finish a parital word, they will most likely create a word from the list, even if it is not the most common word used. (eg. If the word TRAIT is on a list, and the subject is given TRAI_, they will most likely say trait and not another more common word, such as TRAIN or TRAIL). 

So the question remains: How can these studies be used? Can amnesics learn new skills applicable to the real world and everyday life? This is where the Method of Vanishing Cues comes into effect. . . . .