Beaunieux Hélène, Hubert Valérie, Pitel Anne Lise, Desgranges Béatrice, Eustache Francis
Inserm-EPHE-Universite de Caen/Basse-Normandie, France.
Memory. 2009 Feb;17(2):197-207. doi: 10.1080/09658210802212010.
Cognitive procedural learning is characterised by three phases, each involving distinct processes. Considering the implication of episodic memory in the first cognitive stage, the impairment of this memory system might be responsible for a slowing down of the cognitive procedural learning dynamics in the course of ageing. Performances of massed cognitive procedural learning were evaluated in older and younger participants using the Tower of Toronto task. Nonverbal intelligence and psychomotor abilities were used to analyse procedural dynamics, while episodic memory and working memory were assessed to measure their respective contributions to learning strategies. This experiment showed that older participants did not spontaneously invoke episodic memory and presented a slowdown in the cognitive procedural learning associated with a late involvement of working memory. These findings suggest that the slowdown in the cognitive procedural learning may be linked with the implementation of different learning strategies less involving episodic memory in older participants.
认知程序性学习具有三个阶段，每个阶段都涉及不同的过程。考虑到情景记忆在第一个认知阶段的作用，该记忆系统的损伤可能是导致衰老过程中认知程序性学习动态变慢的原因。使用多伦多塔任务对老年和年轻参与者的集中认知程序性学习表现进行了评估。非言语智力和心理运动能力被用来分析程序性动态，同时评估情景记忆和工作记忆以测量它们对学习策略的各自贡献。该实验表明，老年参与者不会自发调用情景记忆，并且与工作记忆的后期参与相关的认知程序性学习出现放缓。这些发现表明，认知程序性学习的放缓可能与老年参与者较少涉及情景记忆的不同学习策略的实施有关。
