) 1南京师范大学心理学院, 南京 210097
2河北中医学院, 石家庄 050000
收稿日期:2018-05-19出版日期:2019-02-15发布日期:2018-12-25通讯作者:李晶E-mail:lij@njnu.edu.cn基金资助:* 江苏省高校自然科学基金, 南京师范大学“青蓝工程”资助(17KJD19002)The cognitive aging effect of route knowledge acquisition
ZHANG Aizhen1, WANG Yao1,2, LI Jing1() 1 School of Psychology, Nanjing Normal University, Nanjing 210097, China
2 Hebei University of Chinese Medicine, Shijiazhuang 050000, China
Received:2018-05-19Online:2019-02-15Published:2018-12-25Contact:LI Jing E-mail:lij@njnu.edu.cn摘要/Abstract
摘要： 年龄与路径知识习得的关系是空间与认知老化两大领域研究的重要议题。老年人在面对不同的路径学习环境时呈现出不同的认知老化表现。以往与年龄相关的路径知识习得能力变化的研究, 主要支持了认知老化衰退理论。然而近来发现随着年龄增长, 老年人保留了一种空间认知补偿能力。由此, 在对前人文献进行回顾和反思的基础上, 整合路径知识习得的认知老化表现及机制以探究缓解空间认知老化可能的内部因素和外部有效措施。
图/表 2
图1左：由11个交叉点组成的路径追踪路线示意图。右：一个十字路口的视觉呈现图
图1左：由11个交叉点组成的路径追踪路线示意图。右：一个十字路口的视觉呈现图
图2路径完成任务示意图。被试从H出发, 穿过五条外出路径到达A, 要求直接返回H。返回H的正确方式是先自转一个角度?, 再前进一个距离C。被试实际可能做出的反应是, 转过角度?r再前进一个距离Cr, 到达一个新的位置Hr。通过评估位置误差、角度误差与距离误差来判断被试在路径完成任务中的表现。
图2路径完成任务示意图。被试从H出发, 穿过五条外出路径到达A, 要求直接返回H。返回H的正确方式是先自转一个角度?, 再前进一个距离C。被试实际可能做出的反应是, 转过角度?r再前进一个距离Cr, 到达一个新的位置Hr。通过评估位置误差、角度误差与距离误差来判断被试在路径完成任务中的表现。参考文献 53
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