PDF(Pubmed)
Abstract：
The acquisition of skills, such as learning to play a musical instrument, involves various phases that make specific demands on the learner. Knowledge of the cognitive and motor contributions during learning phases can be helpful in developing effective and targeted interventions for healthy aging. Eighty-six healthy older participants underwent an extensive cognitive, motoric, and musical test battery. Within one session, one piano-related and one music-independent movement sequence were both learned. We tested the associations between skill performance and cognito-motor abilities with Bayesian mixed models accounting for individual learning rates. Results showed that performance was positively associated with all cognito-motor abilities. Learning a piano-related task was characterized by relatively strong initial associations between performance and abilities. These associations then weakened considerably before increasing exponentially from the second trial onwards, approaching a plateau. Similar performance-ability relationships were detected in the course of learning a music-unrelated motor task. Positive performance-ability associations emphasize the potential of learning new skills to produce positive cognitive and motor transfer effects. Consistent high-performance tasks that demand maximum effort from the participants could be very effective. However, interventions should be sufficiently long so that the transfer potential can be fully exploited.
摘要：
获得技能，比如学习演奏乐器，涉及对学习者提出具体要求的各个阶段。了解学习阶段的认知和运动贡献有助于开发有效和有针对性的干预措施，以促进健康衰老。86名健康的老年参与者接受了广泛的认知，摩托车，和音乐测试电池。在一次会议中,学习了一个与钢琴相关的动作序列和一个与音乐无关的动作序列。我们使用考虑个人学习率的贝叶斯混合模型测试了技能表现与认知运动能力之间的关联。结果表明，表现与所有认知运动能力呈正相关。学习与钢琴相关的任务的特征是表现和能力之间的初始关联相对较强。然后，这些关联大大减弱，然后从第二次试验开始呈指数增长，接近一个高原。在学习与音乐无关的运动任务的过程中，检测到了相似的表现能力关系。积极的表现能力协会强调学习新技能产生积极的认知和运动转移效应的潜力。需要参与者最大努力的一致的高性能任务可能非常有效。然而,干预措施应足够长，以便充分利用转移潜力。
