价值对老年人项目记忆和联结记忆的影响

doi:10.16187/j.cnki.issn1001-4918.2023.05.03

摘要/Abstract

摘要： 大量研究发现价值会提高老年人的项目记忆,但是以往关于价值对老年人联结记忆影响的研究相对较少且结果不一。为深入探讨减缓老年人联结记忆损伤的影响因素,该研究选取某校在校大学生和某市60岁以上健康状况良好的老年人各20名,采用统一的低语义关联程度的图片和词语配对材料,通过两个实验分别探讨了客观赋予和主观评定的价值对老年人项目记忆和联结记忆的影响。结果发现,价值对老年人的项目记忆与联结记忆会产生不同的影响,表现为:老年人对高价值图片的项目记忆与年轻人相比无显著差异,而老年人对高价值图片-词语对的联结记忆显著低于年轻人。而且,主观价值对老年人图片-词语对的联结记忆没有影响。这些结果说明,高价值可以提高老年人的项目记忆,但却无法消除增龄性联结记忆损伤。

关键词: 价值, 老年人, 项目记忆, 联结记忆, 增龄性联结损伤

Abstract: Value can improve the performance of item memory in older adults. However, there are very few studies that have explored the effect of value on associative memory, and the outcomes were mixed. To deeply explore what factors could alleviate associative memory deficit in older adults, 20 college students in a university and 20 healthy older adults over 60 years old in a city were selected, we used low related picture-word pairs, and conducted two experiments to explore the effects of objective assigned value (Experiment 1) and subjective assessed value (Experiment 2) on item memory and associative memory in older adults. The results showed that value could differently affect item memory and associative memory in older adults, as demonstrated by there was no significant difference in high-value item memory between the older adults and the younger adults, but the associative memory of the high-value picture-word pairs was lower for the old adults than younger adults. Besides, subjective value had no effect on the associative memory of picture-word pairs in older adults. Together, these results suggest that high value can improve the item memory of older adults, but can not eliminate the age-related associative deficit.

Key words: value, older adults, item memory, associative memory, age-related associative deficit

中图分类号:

B844

张弘弛, 毛伟宾, 崔慧园, 安姝, 李庆元. 价值对老年人项目记忆和联结记忆的影响[J]. 心理发展与教育, 2023, 39(5): 625-634.

ZHANG Hongchi, MAO Weibin, CUI Huiyuan, AN Shu, LI Qingyuan. The Effects of Value on Item Memory and Associative Memory in Older Adults[J]. Psychological Development and Education, 2023, 39(5): 625-634.

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