Bourgeois J, Laye M, Lemaire J, Leone E, Deudon A, Darmon N, Giaume C, Lafont V, Brinck-Jensen S, Dechamps A, König A, Robert P
J. Bourgeois, COBTEK, EA 7276, Université de Nice Sophia Antipolis, France,
J Nutr Health Aging. 2016 Jan;20(1):48-55. doi: 10.1007/s12603-016-0675-4.
This study examined the effectiveness of three different learning methods: trial and error learning (TE), errorless learning (EL) and learning by modeling with spaced retrieval (MR) on the relearning process of IADL in mild-to-moderately severe Alzheimer's Dementia (AD) patients (n=52), using a 6-weeks randomized controlled trial design. The participants had to relearn three IADLs. Repeated-measure analyses during pre-intervention, post-intervention and 1-month delayed sessions were performed. All three learning methods were found to have similar efficiency. However, the intervention produced greater improvements in the actual performance of the IADL tasks than on their explicit knowledge. This study confirms that the relearning of IADL is possible with AD patients through individualized interventions, and that the improvements can be maintained even after the intervention.
本研究采用为期6周的随机对照试验设计，考察了三种不同学习方法：试错学习（TE）、无错误学习（EL）以及间隔检索建模学习（MR）对轻度至中度重度阿尔茨海默病（AD）患者（n = 52）进行日常生活活动能力（IADL）再学习过程的有效性。参与者必须重新学习三项IADL。在干预前、干预后和1个月延迟阶段进行了重复测量分析。发现所有三种学习方法效率相似。然而，干预在IADL任务的实际表现上产生的改善比在其显性知识上的改善更大。本研究证实，通过个体化干预，AD患者可以重新学习IADL，并且即使在干预后，改善也可以维持。
