Division of Speech Pathology, School of Health and Rehabilitation Sciences, The University of Queensland, Brisbane, Australia.
Neuropsychol Dev Cogn B Aging Neuropsychol Cogn. 2011 Sep;18(5):594-619. doi: 10.1080/13825585.2011.598912.
The present study consisted of two experiments to compare new word learning in healthy young (N?=?11) and older (N?=?17) adults within an explicit learning paradigm. Experiment 1 investigated the new name learning for familiar objects, while Experiment 2 investigated learning names and descriptions for unfamiliar objects. Participants attended five learning sessions over 5 consecutive days, during which they viewed objects with novel names with/without descriptions. The older adults were as accurate as the young adults when recalling and recognizing new names during the learning sessions. With respect to response times, the older adults were as rapid as the young adults at recognizing the new names for the familiar objects, but were slower during the follow-up sessions. The older adults were also slower when recognizing new names for unfamiliar objects. When recognizing unfamiliar object descriptions, the older adults were significantly less accurate than the young adults. These results may have implications for the treatment of acquired naming difficulties and second language learning in older adults.
本研究包含两个实验，旨在比较健康的年轻成年人（N?=?11）和老年人（N?=?17）在明确学习范式中新词学习的情况。实验 1 调查了熟悉物体的新名称学习，而实验 2 则调查了不熟悉物体的名称和描述学习。参与者在连续 5 天内参加了 5 次学习会议，在此期间，他们观看了带有/不带有描述的新名称的物体。在学习过程中，老年人在回忆和识别新名称方面与年轻人一样准确。就反应时间而言，老年人在识别熟悉物体的新名称时与年轻人一样迅速，但在后续会议中较慢。老年人在识别不熟悉物体的新名称时也较慢。在识别不熟悉物体的描述时，老年人的准确性明显低于年轻人。这些结果可能对治疗后天性命名困难和老年人的第二语言学习具有启示意义。
