灵活学习并延迟记忆：理解唐氏综合征成人的认知功能障碍。
Using learning flexibly and remembering after a delay: understanding cognitive dysfunction in adults with Down syndrome.
机构信息
Discipline of Clinical Psychology, Graduate School of Health, University of Technology Sydney, Ultimo, New South Wales, Australia.
School of Psychology, Faculty of Science, University of New South Wales, Sydney, New South Wales, Australia.
出版信息
J Intellect Disabil Res. 2018 Jun;62(6):521-531. doi: 10.1111/jir.12492. Epub 2018 Apr 26.
BACKGROUND
Episodic memory deficits are a characteristic of cognitive dysfunction in people with Down syndrome (DS). However, less is known about the processes (i.e. encoding, retention or using learned information flexibly) that underlie these deficits.
METHOD
We explored these abilities by administering a relational memory and inference task to participants with DS and mental age-matched controls and testing both immediately and after a 24-h delay.
RESULTS
Adults with DS learned paired associates more slowly than controls but showed good recognition at both the immediate and delayed tests. Despite memory for learned pairs, adults with DS were less able to use relational learning flexibly to make inferential judgements than controls.
CONCLUSIONS
These results deepen our understanding of the cognitive profile of adults with DS, demonstrating deficits in both encoding new information, and flexibly using such information. These results have important implications for workplace training and intervention programs for people with DS.
背景
记忆障碍是唐氏综合征（DS）患者认知功能障碍的特征。然而，对于这些缺陷所基于的过程（即编码、保留或灵活使用所学信息）知之甚少。
方法
我们通过向 DS 患者和智力年龄匹配的对照组参与者进行关系记忆和推理任务，并在即时和 24 小时延迟后进行测试，来探索这些能力。
结果
DS 患者比对照组学习配对联想的速度较慢，但在即时和延迟测试中均表现出良好的识别能力。尽管对所学对的记忆，DS 患者在进行推理判断时，灵活运用关系学习的能力不如对照组。
结论
这些结果加深了我们对 DS 患者认知特征的理解，表明他们在编码新信息和灵活使用这些信息方面都存在缺陷。这些结果对 DS 患者的工作场所培训和干预计划具有重要意义。
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