Vakil E, Agmon-Ashkenazi D
Psychology Department, Bar-Ilan University, Ramat-Gan, Israel.
J Gerontol B Psychol Sci Soc Sci. 1997 Sep;52(5):P229-34. doi: 10.1093/geronb/52b.5.p229.
Twenty-five older and 25 younger adults were compared on declarative (i.e., Rey Auditory-Verbal Learning Test and Visual Pair Associations) and procedural (i.e., Tower of Hanoi puzzle and Porteus mazes) learning tasks. A dissociation between learning rate on declarative and procedural tasks was demonstrated for the elderly participants. The younger group showed a steeper learning rate than the older group on the declarative tasks. By contrast, the learning rate of both groups on the procedural tasks did not differ consistently, whether the measure was number of errors/moves or time elapsed (with one exception in which the older group showed a steeper learning rate than the younger group). The younger group's baseline performance was better than that of the older group on all tasks employed in this study. These results reinforce the importance of distinguishing between baseline performance and the rate of learning on procedural learning tasks.
对25名老年人和25名年轻人进行了陈述性学习任务（即雷伊听觉词语学习测验和视觉配对联想测验）和程序性学习任务（即河内塔谜题和波特斯迷宫）的比较。结果表明，老年参与者在陈述性任务和程序性任务上的学习速度存在分离。在陈述性任务中，年轻组的学习速度比老年组更快。相比之下，无论测量指标是错误/移动次数还是所用时间，两组在程序性任务上的学习速度并无一致差异（仅有一个例外，即老年组的学习速度比年轻组更快）。在本研究采用的所有任务中，年轻组的基线表现均优于老年组。这些结果强化了区分程序性学习任务中基线表现和学习速度的重要性。
