几乎没有证据表明老年人在语言学习方面有历史上的进步。

IF 3.5 1区 心理学 Q1 GERONTOLOGY
Psychology and Aging Pub Date : 2025-09-01 Epub Date: 2025-06-05 DOI:10.1037/pag0000904
Denis Gerstorf, Stephen Aichele, Ulman Lindenberger, Patrick Rabbitt, Paolo Ghisletta
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引用次数: 0

摘要

老年人在许多不同能力领域的认知表现水平的历史分级增长是有据可查的。然而,关于这种历史进步是否可以推广到语言学习的测量,以及其中的个人变化率是否也在历史上发生了变化,我们知之甚少。为了检验这些问题,我们使用了曼彻斯特认知纵向研究(MLSC)中获得的长达17年以上的个人纵向变化数据。我们根据年龄、测量次数和教育程度对队列和加权分析进行匹配,并比较了1279名出生较早的参与者(1903-1919年,2668次观察)和1049名出生较晚的参与者(1920-1935年,2239次观察)的四波纵向数据。我们应用的增长模型正正化了人与人之间的年龄和人与人之间的老龄化效应,控制了重测效应,并根据社会人口统计学特征进行了调整。我们发现很少甚至没有证据表明老年人在语言学习方面有历史上的改善。只有当参与者在60多岁时,在零阶水平上,晚出生的同龄人的表现才优于早出生的同龄人。我们还发现,没有证据表明,在与人的年龄相关的语言学习下降率方面,历史上有任何改善。如果说有什么不同的话,那就是晚出生的人似乎经历了更大程度的下降,尤其是在年龄较大的时候。在统计上控制了性别、职业状况和居住城市之后,唯一剩下的队列差异是在晚出生的队列中观察到的更陡峭的二次(加速)下降率。我们讨论了这些发现的理论和实践意义。(PsycInfo Database Record (c) 2025 APA,版权所有)。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Little to no evidence for historical improvements in verbal learning among older adults.

History-graded increases in older adults' levels of cognitive performance across a number of different ability domains are well documented. Less is known, however, about whether such historical advances generalize to measures of verbal learning and whether rates of within-person change therein have also historically shifted. To examine these questions, we used up to 17+-years within-person longitudinal change data obtained in the Manchester Longitudinal Study of Cognition (MLSC). We matched cohorts and weighted analyses by age, number of measurement occasions, and education and compared up to four-wave longitudinal data from 1,279 participants born earlier in historical time (1903-1919, 2,668 observations) versus 1,049 participants born later (1920-1935, 2,239 observations). We applied growth models that orthogonalized between-person age and within-person aging effects, controlled for retest effects, and adjusted for sociodemographic characteristics. We found little to no evidence for historical improvements in verbal learning among older adults. It was only at the zero-order level when participants were in their 60s that later-born cohorts outperformed their matched earlier-born peers. We also found no evidence of historical improvements in the rate of within-person aging-related decline in verbal learning. If anything, the later-born cohort appeared to experience somewhat steeper declines, particularly at older ages. After statistically controlling for sex, occupational status, and city of residence, the only remaining cohort difference was the steeper quadratic (accelerated) rate of decline observed in the later-born cohort. We discuss the theoretical and practical implications of these findings. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

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来源期刊
CiteScore
6.40
自引率
10.80%
发文量
97
期刊介绍: Psychology and Aging publishes original articles on adult development and aging. Such original articles include reports of research that may be applied, biobehavioral, clinical, educational, experimental (laboratory, field, or naturalistic studies), methodological, or psychosocial. Although the emphasis is on original research investigations, occasional theoretical analyses of research issues, practical clinical problems, or policy may appear, as well as critical reviews of a content area in adult development and aging. Clinical case studies that have theoretical significance are also appropriate. Brief reports are acceptable with the author"s agreement not to submit a full report to another journal.
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