Jones Richard N, Rosenberg Adrienne L, Morris John N, Allaire Jason C, McCoy Karin J M, Marsiske Michael, Kleinman Ken P, Rebok George W, Malloy Paul F
Hebrew Rehabilitation Center for Aged, Research and Training Institute, Boston, Massachusetts 02131, USA.
Exp Aging Res. 2005 Jul-Sep;31(3):291-312. doi: 10.1080/03610730590948195.
The objective of this study was to model recall and learning on the Auditory Verbal Learning Test using latent growth curve techniques. Participants were older adults recruited for the ACTIVE cognitive intervention pilot. A series of nested models revealed that an approximately logarithmic growth curve model provided optimal fit to the data. Although recall and learning factors were statistically uncorrelated, a fitted multivariate model suggested that initial recall was significantly associated with demographic characteristics but unrelated to health factors and cognitive abilities. Individual differences in learning were related to race/ethnicity, speed of processing, verbal knowledge, and global cognitive function level. These results suggest that failing to recognize initial recall and learning as distinct constructs clouds the interpretation of supraspan memory tasks.
本研究的目的是使用潜在增长曲线技术对听觉言语学习测试中的回忆和学习进行建模。参与者是为ACTIVE认知干预试点招募的老年人。一系列嵌套模型显示，近似对数增长曲线模型对数据的拟合效果最佳。尽管回忆和学习因素在统计学上不相关，但一个拟合的多变量模型表明，初始回忆与人口统计学特征显著相关，而与健康因素和认知能力无关。学习方面的个体差异与种族/民族、处理速度、语言知识和整体认知功能水平有关。这些结果表明，未能将初始回忆和学习识别为不同的结构会使对超跨度记忆任务的解释变得模糊。
