语言学习对认知功能和认知健康的老年人心理健康的影响:一个半盲随机对照试验
Jelle Brouwer1,2, Floor van den Berg1, Remco Knooihuizen1
1Center for Language and Cognition Groningen, Bilingualism and Aging Lab, University of Groningen, Groningen, the Netherlands.
概括
在晚年学习一门新语言可以提高情节性记忆和认知灵活性. 然而,这些认知益处与音乐训练相似,这表明语言学习的独特效果有限.
科学领域:
- 认知神经科学 认知神经科学
- 老年学是一门学科.
- 获得第二语言的学习.
背景情况:
- 认知能力下降是人口老龄化的一个问题.
- 复杂的学习活动在老年人中被探索其认知益处.
- 语言学习与其他活动对认知的具体影响需要进一步研究.
研究的目的:
- 为了比较语言学习,音乐训练和一系列关于老年人的认知功能和心理社会福祉的讲座的影响.
- 确定语言学习是否比其他复杂的学习活动提供独特的认知优势.
- 评估全球认知,认知灵活性,情节性记忆,工作记忆,语言流性和注意力的变化.
主要方法:
- 一项随机对照试验,涉及43名认知健康,社区生活的老年人 (65-78岁).
- 参与者被分配到一个为期三个月的英语课程,音乐培训,或一系列讲座.
- 认知功能和心理社会福祉在干预前,干预后和四个月的随访后进行了评估.
主要成果:
- 语言学习者在情节性记忆和认知灵活性方面显著改善.
- 在语言学习和音乐训练组之间,没有发现总体认知变化的显著差异.
- 与音乐培训相比,语言学习者从预测到后续的认知灵活性呈现出更大的积极变化.
结论:
- 在晚年学习语言可以增强特定的认知功能,如情节性记忆和认知灵活性.
- 从语言学习中观察到的认知益处可能不是独一无二的,并且与其他复杂的学习活动 (如音乐训练) 的认知益处相比较.
- 虽然有益,但在老年成人中学习第二语言的独特认知影响似乎有限.
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