■改善老年人情景记忆的工作记忆(WM)训练结果不一致。这种不一致可能是由于使用的情景记忆测试与经过训练的WM任务不共享相同的认知资源。这项研究的目的是评估情景记忆测试的性能是否只有在该测试需要从二级记忆或回忆中检索信息的受控过程时才会提高。类似于WM培训期间执行的过程。
■55名60岁以上的人参加了这项研究:27人被随机分配到实验组(EG),其余的人被分配到对照组(CG)。EG接受了复杂跨度任务的培训。训练前后,两组都进行了情景记忆测试(口头和视觉空间识别测试)和WM跨度任务(阅读,数字和空间位置)。
■ANOVA显示,对于言语识别(p=0.023)和视觉空间识别(p=0.014),EG的回忆估计比CG的提高更大。
■我们的结果为一种认知机制提供了支持,该机制的共享存在有利于从WM任务的训练转移到对情景记忆的测试。与我们的预测一致,只有当召回需要在辅助内存中进行受控搜索过程时,对复杂跨度任务的培训才能提高识别测试的性能,或回忆。因此,我们强调识别容易从训练任务转移到其他未经训练任务的其他认知资源的重要性。更好地了解转移现象对于为老年人设计越来越有效的干预计划至关重要。
UNASSIGNED: The results of working memory (WM) training to improve episodic memory in older people are inconsistent. This inconsistency could be due to the fact that the episodic memory tests used do not share the same cognitive resources as the trained WM task. The aim of this study was to assess whether performance on an episodic memory test will improve only when this test requires controlled processes of retrieval of information from secondary memory or
recollection, similar to the processes exercised during WM training.
UNASSIGNED: Fifty-five people over 60 years of age participated in the study: 27 were randomly assigned to the experimental group (EG) and the rest to the control group (CG). The EG was trained in complex span tasks. Before and after training, both groups were tested on episodic memory tests (a verbal and a visuospatial recognition test) and WM span tasks (reading, digit and spatial location).
UNASSIGNED: ANOVAs revealed a greater improvement of
recollection estimates in the EG than in the CG for both verbal recognition (p = 0.023) and visuospatial recognition (p = 0.014).
UNASSIGNED: Our results provide support for a cognitive mechanism whose shared presence favored transfer from training on a WM task to a test of episodic memory. Consistent with our predictions, training on complex span tasks improved performance on recognition tests only when recall required a controlled search process in secondary memory, or
recollection. We therefore stress the importance of identifying other cognitive resources that are susceptible to transfer from a training task to other untrained tasks. A better understanding of the phenomenon of transfer is crucial for the design of increasingly effective intervention programs for older people.