Differentiating simple versus complex processing speed: Influence on new learning and memory performance
Differentiating simple versus complex processing speed: Influence on new learning and memory performance
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DOI：
10.1076/jcen.25.4.489.13878
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发表时间：
2003-06-01
影响因子：
2.2
通讯作者：
DeLuca, J
中科院分区：
文献类型：
--
作者：
Chiaravalloti, ND;Christodoulou, C;DeLuca, J
目前的研究旨在研究人类信息处理速度的结构是如何概念化和测量的，同时还研究了信息处理速度对高级认知过程的影响（即，学习）。92名受试者的混合医学样本参与了本研究。受试者接受了广泛的神经心理学评估，包括言语和视觉空间新学习，空间和言语工作记忆，简单反应时间，选择反应时间和信息处理速度的测量。（1）简单速度/反应时间，（2）复杂信息处理和新学习，以及（3）工作记忆。值得注意的是，这个因素的解决方案确定了两种不同形式的处理速度-简单和复杂的信息处理速度。与大量文献将这两种结构归为一个术语（即，处理速度），这些结果表明，简单和复杂的速度是不同的结构评估与不同的神经心理学仪器。虽然复杂信息处理能力和工作记忆能力之间的预期关系在这项研究中是显而易见的，但信息处理速度也显示出与新学习能力的显着关系。这种有趣的关系的影响进行了讨论。
The current study was designed to examine how the construct of human information processing speed is conceptualized and measured, while also examining the influence of information processing speed on higher cognitive processes (i.e., learning). A mixed medical sample of 92 subjects participated in this study. Subjects underwent a broad-based neuropsychological evaluation, including measures of verbal and visuospatial new learning, spatial and verbal working memory, simple reaction time, choice reaction time, and information processing speed.Principal components factor analysis with varimax rotation resulted in a three-factor solution, comprised of: (1) simple speed/reaction time, (2) complex information processing and new learning, and (3) working memory. Notably, this factor solution identified 2 distinct forms of processing speed-simple and complex information processing speeds. In contrast to the abundance of literature grouping these two constructs together under one term (i.e., processing speed), these results indicate simple and complex speed to be distinct constructs assessed with different neuropsychological instruments. While the expected relationship between complex information processing capacities and working memory abilities was evident in this study, information processing speed also showed a significant relationship with new learning ability. The implications of this intriguing relationship are discussed.