Does Strategy Training Reduce Age-Related Deficits in Working Memory?
Does Strategy Training Reduce Age-Related Deficits in Working Memory?
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DOI：
10.1159/000356699
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发表时间：
2014-01-01
期刊：
影响因子：
3.5
通讯作者：
Hertzog, Christopher
中科院分区：
文献类型：
--
作者：
Bailey, Heather R.;Dunlosky, John;Hertzog, Christopher
背景：老年人在工作记忆(WM)方面的表现通常比年轻人差；然而，如果老年人使用有效的编码策略，与年龄相关的WM表现差异可能会缩小。目的：本实验的目的是评估在训练个体使用有效的编码策略后的工作记忆表现。方法：训练组(老年人：39人；年轻人：41人)接受了各种语言编码策略及其不同效果的培训，并接受了在列表学习任务中使用互动意象和句子生成的培训。控制组的参与者(老年人：37人；年轻人：38人)完成了一项同样吸引人的填充者任务。所有受试者都完成了训练前后的阅读广度任务，其中包括自我报告的策略使用，以及两个在使用训练策略的承受力上不同的迁移任务：配对联想回忆任务和自我排序指向任务。结果：年轻人和老年人都能在工作记忆任务中使用目标策略，并在训练后工作记忆成绩上有所提高。然而，与年龄相关的WM缺陷并没有受到很大影响，训练成果也没有转移到其他认知任务中。事实上，参与者试图将训练过的策略调整到配对-联想回忆任务中，但增加的策略使用对他们的表现没有好处。结论：策略培训可以提高工作记忆成绩，其益处似乎来自特定策略的效果，而不是来自认知能力的全面提高。(C)2014年S.Karger AG，巴塞尔
Background: Older adults typically perform worse on measures of working memory (WM) than do young adults; however, age-related differences in WM performance might be reduced if older adults use effective encoding strategies. Objective:The purpose of the current experiment was to evaluate WM performance after training individuals to use effective encoding strategies. Methods: Participants in the training group (older adults: n = 39; young adults: n = 41) were taught about various verbal encoding strategies and their differential effectiveness and were trained to use interactive imagery and sentence generation on a list-learning task. Participants in the control group (older: n = 37; young: n = 38) completed an equally engaging filler task. All participants completed a pre- and post-training reading span task, which included self-reported strategy use, as well as two transfer tasks that differed in the affordance to use the trained strategies a paired-associate recall task and the self-ordered pointing task. Results: Both young and older adults were able to use the target strategies on the WM task and showed gains in WM performance after training. The age-related WM deficit was not greatly affected, however, and the training gains did not transfer to the other cognitive tasks. In fact, participants attempted to adapt the trained strategies for a paired-associate recall task, but the increased strategy use did not benefit their performance. Conclusions: Strategy training can boost WM performance, and its benefits appear to arise from strategy-specific effects and not from domain-general gains in cognitive ability. (C) 2014 S. Karger AG, Basel