How Age and Linguistic Competence Affect Memory for Heard Information.
How Age and Linguistic Competence Affect Memory for Heard Information.
复制标题
DOI：
10.3389/fpsyg.2016.00618
复制
发表时间：
2016
影响因子：
3.8
通讯作者：
Heinrich A
中科院分区：
文献类型：
--
作者：
Schneider BA;Avivi-Reich M;Leung C;Heinrich A
一组年轻人的短期记忆表现，对他们来说，英语是第二语言（年轻的EL2听众），比较年轻和老年人的英语是他们的第一语言（EL1听众）。要记住的话在喧闹和安静中呈现。当在噪声中呈现时，调整听力情况以确保识别单个单词的可能性对于所有组都是可比的。以前的研究，使用相同的范式发现老年人的记忆性能EL1成人在这个配对联想任务是穷人比他们年轻的EL1同行在安静和背景的牙牙学语。本研究的目的是调查是否不太完善的语义和语言技能的EL2听众也会导致记忆缺陷，即使在等同的单词识别后，是为年轻和老年EL1听众。年轻的EL1和EL2听众之间的记忆性能没有显着差异后，等同的单词识别，表明EL2听众的较差的语义和语言技能对他们的记忆和回忆配对联想的能力几乎没有影响。这一结果是一致的假设，即年龄相关的记忆下降主要是由于年龄相关的下降，高阶过程支持流分离和情景记忆。这种下降可能会增加支持记忆的高阶（可能是有限的）认知过程的负荷。这些结果提出的问题，在这三组口语的理解进行了讨论。
The short-term memory performance of a group of younger adults, for whom English was a second language (young EL2 listeners), was compared to that of younger and older adults for whom English was their first language (EL1 listeners). To-be-remembered words were presented in noise and in quiet. When presented in noise, the listening situation was adjusted to ensure that the likelihood of recognizing the individual words was comparable for all groups. Previous studies which used the same paradigm found memory performance of older EL1 adults on this paired-associate task to be poorer than that of their younger EL1 counterparts both in quiet and in a background of babble. The purpose of the present study was to investigate whether the less well-established semantic and linguistic skills of EL2 listeners would also lead to memory deficits even after equating for word recognition as was done for the younger and older EL1 listeners. No significant differences in memory performance were found between young EL1 and EL2 listeners after equating for word recognition, indicating that the EL2 listeners' poorer semantic and linguistic skills had little effect on their ability to memorize and recall paired associates. This result is consistent with the hypothesis that age-related declines in memory are primarily due to age-related declines in higher-order processes supporting stream segregation and episodic memory. Such declines are likely to increase the load on higher-order (possibly limited) cognitive processes supporting memory. The problems that these results pose for the comprehension of spoken language in these three groups are discussed.