日常遗忘和记忆抱怨：随机对照认知干预研究

IF 1.1 4区教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH

Educational Gerontology Pub Date : 2024-07-31 DOI:10.1080/03601277.2024.2382542

Mercedes Montenegro-Peña, Pedro Montejo Carrasco, M. Emiliana De Andrés Montes, Antonio García Marín, Borja Montejo Rubio, David Prada Crespo

引用次数: 0

摘要

认知干预（CI）项目的结果差异很大，因此，评估提高这些项目有效性的特征很有帮助。我们的目标是分析...

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Everyday forgetfulness and memory complaints: A randomized controlled cognitive intervention study

The results of Cognitive Intervention (CI) programs vary considerably; thus, it is helpful to assess the characteristics that enhance the effectiveness of these programs. Our objectives were to ana...

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来源期刊

Educational Gerontology Multiple-

CiteScore

2.50

自引率

13.30%

发文量

期刊介绍： This well-respected journal offers up-to-date original research in the fields of gerontology, adult education, and the social and behavioral sciences. Researchers from around the world will benefit from the exchange of ideas for both the study and practice of educational gerontology. Papers published in the journal will also serve as authoritative contributions to the growing literature in this burgeoning field. Educational Gerontology is the only international journal of its kind to publish twelve issues per volume year. Articles featuring outcome-based practical educational resources in gerontology for the educational professional, care provider, trainer, and student in such areas as: art, music, drama and recreational therapies; mental health, communication arts, social programs and policies; and, social work, nursing, physical and occupational therapies, financial planners, architecture and interior design, family relations and therapy, and religion and spirituality.