记忆的前向测试效应对老年人学习新事物的作用

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王堂生¹^,³, 杨春亮²(

), 钟年³

¹武汉理工大学马克思主义学院, 武汉 430070
²北京师范大学发展心理研究院, 北京 100875
³武汉大学哲学学院, 武汉 430072

收稿日期:2019-08-16出版日期:2020-11-25发布日期:2020-09-22
通讯作者:杨春亮E-mail:chunliang.yang@bnu.edu.cn

基金资助:* 中央高校基本科研业务费专项资金资助(2020VI022);中央高校基本科研业务费专项资金资助(2019NTSS28)

Forward testing effect on new learning in older adults

WANG Tangsheng¹^,³, YANG Chunliang²(

), ZHONG Nian³

¹School of Marxism, Wuhan University of Technology, Wuhan 430070, China
²Institute of Developmental Psychology, Beijing Normal University, Beijing 100875, China
³School of Philosophy, Wuhan University, Wuhan 430072, China

Received:2019-08-16Online:2020-11-25Published:2020-09-22
Contact:YANG Chunliang E-mail:chunliang.yang@bnu.edu.cn

摘要/Abstract

摘要： 为检验前置测试是否可以有效地提升老年人学习新事物的能力,参与实验的老年人被随机分为有前置测试的实验组和无前置测试的对照组,在实验1中学习了5列单词,在实验2中记忆了5列日用品,在实验3中学习了4段讲座视频。结果表明,实验组老年人对新事物的记忆成绩均高于对照组的老年人。结论认为,前置测试能够显著提升老年人学习新事物的能力,干扰降低与学习参与相结合的“加减”理论能更好地解释提升老年人记忆的前向测试效应。

图/表 7

图1前向测试效应的实验流程注：实验组(又称测试组)的每一列事物学习之后即进行当列测试, 对照组(又称演算组或重学组)在前几列事物学习之后进行演算或者重新学习等其他任务。实验组和对照组最后一列学完后均进行当列测试, 然后进行总体测试。

图1前向测试效应的实验流程注：实验组(又称测试组)的每一列事物学习之后即进行当列测试, 对照组(又称演算组或重学组)在前几列事物学习之后进行演算或者重新学习等其他任务。实验组和对照组最后一列学完后均进行当列测试, 然后进行总体测试。

表1实验1实验组和对照组被试在控制变量上的组间差异

控制变量	实验组(n = 15)	对照组(n = 15)	t	p
年龄(岁)	66.73 ± 5.73	66.13 ± 3.92	0.33	0.74
教育程度(年限)	15.13 ± 3.27	15.92 ± 4.98	0.63	0.53
健康(5级)	3.53 ± 0.74	3.33 ± 0.98	0.30	0.61

表1实验1实验组和对照组被试在控制变量上的组间差异

控制变量	实验组(n = 15)	对照组(n = 15)	t	p
年龄(岁)	66.73 ± 5.73	66.13 ± 3.92	0.33	0.74
教育程度(年限)	15.13 ± 3.27	15.92 ± 4.98	0.63	0.53
健康(5级)	3.53 ± 0.74	3.33 ± 0.98	0.30	0.61

图2A: 临时测试在5列中的回忆成绩B: 5列临时测试中的前摄干扰 C: 最终测试中回忆起的每列的单词量(实验1) 注：误差条代表± 1个标准误

图2A: 临时测试在5列中的回忆成绩B: 5列临时测试中的前摄干扰 C: 最终测试中回忆起的每列的单词量(实验1) 注：误差条代表± 1个标准误

表2实验2实验组和对照组被试在控制变量上的组间差异

控制变量	实验组(n = 16)	对照组(n = 16)	t	p
年龄(岁)	66.47 ± 4.93	65.63 ± 4.24	0.51	0.61
教育程度(年限)	9.93 ±3.28	9.25 ± 2.29	0.68	0.51
健康(5级)	2.73 ± 0.46	2.75 ± 0.77	-0.07	0.94
词汇得分(总分40)	36.87 ± 3.31	35.94 ± 3.15	0.80	0.43
工作记忆	5.73 ± 0.98	5.40 ± 0.95	0.94	0.35
认知加工精度(%)	92.96 ± 7.99	89.58 ± 10.32	1.02	0.32
认知加工速度(秒)	6.54 ± 1.11	6.29 ± 1.81	0.46	0.65

表2实验2实验组和对照组被试在控制变量上的组间差异

控制变量	实验组(n = 16)	对照组(n = 16)	t	p
年龄(岁)	66.47 ± 4.93	65.63 ± 4.24	0.51	0.61
教育程度(年限)	9.93 ±3.28	9.25 ± 2.29	0.68	0.51
健康(5级)	2.73 ± 0.46	2.75 ± 0.77	-0.07	0.94
词汇得分(总分40)	36.87 ± 3.31	35.94 ± 3.15	0.80	0.43
工作记忆	5.73 ± 0.98	5.40 ± 0.95	0.94	0.35
认知加工精度(%)	92.96 ± 7.99	89.58 ± 10.32	1.02	0.32
认知加工速度(秒)	6.54 ± 1.11	6.29 ± 1.81	0.46	0.65

图3A: 临时测试在5列中的回忆成绩 B: 5列临时测试中的前摄干扰 C: 最终测试中回忆起的每列的物品量(实验2) 注：误差条代表 ± 1个标准误

图3A: 临时测试在5列中的回忆成绩 B: 5列临时测试中的前摄干扰 C: 最终测试中回忆起的每列的物品量(实验2) 注：误差条代表 ± 1个标准误

表3实验3实验组和对照组被试在控制变量上的组间差异

控制变量	实验组(n = 25)	对照组(n = 24)	t	p
年龄(岁)	67.16 ± 6.44	66.96 ± 6.20	0.11	0.91
教育程度(年限)	10.92 ± 3.11	11.04 ± 3.11	-0.14	0.89
健康(5级)	3.08 ± 0.64	3.21 ± 0.83	-0.61	0.55
词汇得分(总分40)	37.08 ± 3.21	36.21 ± 4.23	0.81	0.42
工作记忆	5.84 ± 1.07	5.73 ± 1.22	0.34	0.74
认知加工精度(%)	96.22 ± 5.25	96.30 ± 4.54	-0.05	0.96
认知加工速度(秒)	6.37 ± 2.13	5.73 ± 1.22	0.48	0.64

表3实验3实验组和对照组被试在控制变量上的组间差异

控制变量	实验组(n = 25)	对照组(n = 24)	t	p
年龄(岁)	67.16 ± 6.44	66.96 ± 6.20	0.11	0.91
教育程度(年限)	10.92 ± 3.11	11.04 ± 3.11	-0.14	0.89
健康(5级)	3.08 ± 0.64	3.21 ± 0.83	-0.61	0.55
词汇得分(总分40)	37.08 ± 3.21	36.21 ± 4.23	0.81	0.42
工作记忆	5.84 ± 1.07	5.73 ± 1.22	0.34	0.74
认知加工精度(%)	96.22 ± 5.25	96.30 ± 4.54	-0.05	0.96
认知加工速度(秒)	6.37 ± 2.13	5.73 ± 1.22	0.48	0.64

图4A:第4段视频临时测试成绩. B: 最终测试成绩(实验3) 注：误差条代表 ± 1 个标准误.

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