教育水平在认知老化中的作用

摘要/Abstract

摘要： 为考察教育水平在认知老化中的作用,分别使用横断数据和干预数据分析教育水平对认知老化的影响模式。对51名58～83岁的城市社区老年人实施加工速度测验和基本心理能力测验。随机选取25名被试作为干预组接受加工速度训练。被试在前测后第8周接受与前测内容相同的后测。横断分析的结果显示,在特定的认知测验中,教育水平对认知能力的年龄差异有调节作用。干预数据的分析结果显示,加工速度干预效果显著,且对词汇流畅性有迁移作用。但相关分析和回归分析的结果则表明,教育水平在促进老年人干预收益和迁移方面的作用不显著。在获取和应用新知识方面,教育水平的作用并不显著,其在认知老化中的作用可能更多地表现为对固有认知功能的保护。

关键词: 认知老化, 教育水平, 加工速度, 干预, 迁移

Abstract: In order to investigate the role of education in cognitive aging,cross-sectional data and intervention data were used to analyze the impact pattern of education on cognitive aging.51 community-dwelling order adults, ranging in age from 58 to 83 years,participated this study.The subjects took two baseline tests of processing speed and a battery of primary mental abilities tests.The training group including 25 participants received five sessions of training in processing speed.All participants undertook a post-training test with the same measuring tools 8 weeks later.The analysis of cross-sectional data showed that in four primary mental abilities tests,education had a moderating effect on age differences in cognitive ability,that is to say,to the subjects with higher educational level, the rate of cognitive decline with age was slower than those with lower educational level.Intervention data showed that there was a significant effect of intervention on processing speed,and a transfer effect to verbal fluency test was observed.However,the results of correlation and regression analysis showed that there was no significant positive effect of education on training gains and transfer gains for old people.For obtaining and using new knowledge,the effect of education is not significant.The role of education in cognitive aging may lie more in protecting the inherent cognitive abilities.

Key words: cognitive aging, education, processing speed, intervention, transfer

中图分类号:

B844.3

高悦, 彭华茂, 文静, 王大华. 教育水平在认知老化中的作用[J]. 心理发展与教育, 2011, 27(6): 591-598.

GAO Yue, PENG Hua-mao, WEN Jing, WANG Da-hua. The Role of Education in Cognitive Aging[J]. Psychological Development and Education, 2011, 27(6): 591-598.

参考文献

[1] Anstey,K.J.,Hofer,S.M.,&Luszcz,M.A.(2003).A latent growth curve analysis of late-life sensory and cognitive function over 8 years:Evidence for specific and common factors underlying change. Psychology and Aging,18(4),714-726.
[2] Ardila,A.,Ostrosky-Solis,F.,Rosselli,M.,&Gomez,C.(2000).Age-related cognitive decline during normal aging:The complex effect of education.Archives of Clinical Neuropsychology,15(6),495-513.
[3] Baltes,P.B.,&Lindenberger,U.E.(1997).Emergence of powerful connection between sensory and cognitive functions across the adult life span:A new window to the study of cognitive aging?Psychology and Aging,12(1),12-21.
[4] Bissig,D.,&Lustig,C.(2007).Who benefits from memory training? Psychological Science,18(1),720-726.
[5] Bosman,E.A.(1993).Age-related differences in motoric aspects of transcription typing skill.Psychology and Aging,8(1),87-102.
[6] Charness,N.(1981a).Aging and skilled problem solving.Journal of Experimental Psychology:General,110(1),21-38.
[7] Charness,N.(1981b).Visual short-term memory and aging in chess players.Journal of Gerontology,36(1),615-619.
[8] Clancy,S.M.,&Hoyer,W.J.(1994).Age and skill in visual search.Developmental Psychology,30(4),545-555.
[9] Kuhlmann,B.G.,&Touron,D.R.(2011).Older adults'use of metacognitive knowledge in source monitoring:spared monitoring but impaired control.Psychology and Aging,26(1),143-149.
[10] Langbaum,J.B.S.,Rebok,G.W.,Bandeen-Roche,K.,&Carlson,M.C.(2009).Predicting memory training response patterns:Results from ACTIVE.Journal of Gerontology.Psychological Sciences,64B,14-23.
[11] Laurie,S.,&Timothy'D.L.(2009).Effects of cognitive aging on the use of knowledge of results in motor learning.Journal of Sport& Exercise Psychology,31,105-109.
[12] Meinz,J.E.,&Timothy,A.S.(1998).The effects of age and experience on memory for visually presented music.The Journals of Gerontology,53B(1),60-69.
[13] Millan-Calenti,J.C.,Tubio,J.,Pita-Fernandez,S.,Gonzalez-Abraldes,I.,Lorenzo,T.,&Maseda,A.(2009).Prevalence of cognitive impairmant:Effects of level of education,age,sex and associated fouters.Dementia and Geriatric Cognitive Disorders,28(5), 455-460.
[14] Salthouse,T.A.(1984).Effects of age and skill on typing.Journal of Experimental Psychology:General,13,345-371.
[15] Salthouse,T.A.,Babcock,R.L.,Skovronek,E.,Mitchell,D.R.D.,&Palmon,R.(1990).Age and experience effects in spatial visualization.Developmental Psychology,26(1),128-136.
[16] Salthouse,T.A.,&Mitchell,D.R.(1990)Effects of age and naturally occurring experience on spatial visualization performance. Developmental Psychology,26(5),845-854.
[17] Salthouse,T.A.(2003).Interrelation of aging,knowledge,and cognitive performance.In U.M.Staudinge,&U.Lindenberger(Eds.),Understanding human development:Dialogues with lifespan psychology.Massachusetts:Springer,265-285.
[18] Schaie,K.(2000).The impact of longitudinal studies on understanding development from young adulthood to old age.International Journal of Behavioral Development,24,257-266.
[19] Van Dijk,K.,Van Gerven,P.,Van Boxtel,M.,Van der Elst,W.,&Jolles,J.(2008).No protective effects of education during normal cognitive aging:Results from the 6-year follow-up of the Maastricht aging study.Psychology and Aging,23(1),119-130.
[20] Von Gunten,A.,Ostos-wiechetek,M.,Brull,J.,Vaudaux-pisquem,I.,Cattin,S.,&Duc,R.(2008).Clock-drawing test performance in the normal elderly and its dependence on age and education. European Neurology,60(2),73-78.
[21] Wolinsky,F.D.,Weg,M.,Martin,R.,Unverzagt,F.W.,Ball,K.K.,&Jones,R.N.(2009).The effect of speed-of-processing training on depressive symptoms in ACTIVE.Journals of Gerontology Series A-Biological Sciences and Medical Sciences,64(4),468-472.
[22] Wolinsky,F.D.,et al.(2010).Speed of processing training improves self-rated health in older adults:Enduring effects observed in the multi-site ACTIVE study.International Psychogeriatrics,22,470-478.
[23] 彭海瑛,郑志学,朱汉民等.(1999).4510名老年人认知功能调查结果的分析.中国老年学杂志,19(2),65-67.
[24] 申继亮,王大华,彭华茂,唐丹.(2003).基本心理能力老化的中介变量.心理学报,35(6),802-809.
[25] 王大华,申继亮,彭华茂,唐丹,张凌.(2005).教育水平对老年人认知能力的影响模式.心理学报,37(4),511-516.

相关文章 15

[1]	王伊萌, 王振东, 汪凤炎. “当局者迷”破解之道：智慧的正念干预研究——个人成长主动性与反思的作用[J]. 心理发展与教育, 2024, 40(1): 142-152.
[2]	Peter K. Smith. 校园欺凌的跨文化差异问题:特征与干预[J]. 心理发展与教育, 2023, 39(4): 599-608.
[3]	刘钰, 苏彦捷, 曹春梅, 丁宇, 樊煜. 社区老年人执行功能和加工速度与运动能力的关系[J]. 心理发展与教育, 2022, 38(6): 769-777.
[4]	孙赛男, 何文广. 语音加工的发展、老化及其神经机制[J]. 心理发展与教育, 2022, 38(6): 894-901.
[5]	吴瑕, 钟希苹, 姜云鹏. 不同搜索情境下老化对自上而下注意加工的影响[J]. 心理发展与教育, 2022, 38(1): 26-34.
[6]	韩燕, 徐芬. 儿童青少年时期加工速度和执行功能在流体智力发展中的作用[J]. 心理发展与教育, 2020, 36(4): 394-405.
[7]	宋晓蕾, 李小芳, 赵媛, 何丹. 不同任务难度条件下认知老化对冲突适应能力的影响[J]. 心理发展与教育, 2017, 33(5): 569-576.
[8]	王翠翠, 徐琴芳, 陶沙. 干预-应答模式鉴别学习障碍的有效性及其调节因素:20年研究的元分析[J]. 心理发展与教育, 2016, 32(6): 706-716.
[9]	濮冰燕, 彭华茂. 认知老化对于老年人决策过程的影响:动机的调节作用[J]. 心理发展与教育, 2016, 32(1): 114-120.
[10]	陈璟. 老年人自我忽视研究:现状与展望[J]. 心理发展与教育, 2015, 31(3): 377-384.
[11]	杨晶, 余俊宣, 寇彧, 傅鑫媛. 干预初中生的同伴关系以促进其亲社会行为[J]. 心理发展与教育, 2015, 31(2): 239-245.
[12]	方晓义, 刘璐, 邓林园, 刘勤学, 苏文亮, 兰菁. 青少年网络成瘾的预防与干预研究[J]. 心理发展与教育, 2015, 31(1): 100-107.
[13]	钟佑洁, 李艳华, 张进辅. 儿童攻击行为的短期追踪干预研究：从社会信息加工的角度[J]. 心理发展与教育, 2014, 30(3): 225-233.
[14]	赵晖, 路浩, 张树东. 发展性计算障碍的最新研究进展[J]. 心理发展与教育, 2013, 29(4): 441-448.
[15]	李大维, 张向葵, 盖笑松, 焦小燕. 学前教育年限与母亲受教育水平对农村一年级小学生学校适应的影响[J]. 心理发展与教育, 2013, 29(3): 299-304.

多维度评价

Viewed

Full text

Abstract

Cited

Shared

Discussed