基于外语学习的老年人认知训练研究

The Effect of Foreign Language Learning on Cognitive Abilities in Older Adults

摘要: 外语学习涉及复杂的认知加工，已有研究认为外语学习能够维持和改善西方老年人的认知能力。然而，外语学习能否改善中国老年人的认知能力，以及能够改善哪些认知能力仍有待深入探讨。因此本研究招募了46名55至78岁的中国单语老年人，并将其分为三组——实验组接受为期四周的英语学习课程，主动对照组接受为期四周的影视鉴赏训练，被动对照组则不接受任何训练。在训练前后，借助蒙特利尔认知测试、瑞文标准推理测验、数字广度测试和自我效能感量表分别测试被试的整体认知能力、推理能力、工作记忆以及自我效能感。通过Wilcoxon符号秩检验对前测和后测的分数进行统计分析后，研究结果表明，接受英语学习的实验组在整体认知能力和工作记忆方面有显著提升，主动对照组的推理能力显著提高，而被动对照组的认知能力则没有任何改善。这说明外语学习可以作为一种有效的干预手段提升我国老年人的认知能力。

Abstract: Foreign language learning involves complex cognitive processing and has been demonstrated to maintain and improve cognitive performance in Western older adults. However, limited evidence has shown whether foreign language learning could help Chinese older adults and which cognitive abilities could be improved through training. To solve this problem, we recruited 46 Chinese monolingual participants aged from 55 to 78 years and divided them into three groups: a language learning group to receive a one-month English learning programme, an active control group to receive one-month film appreciation training, and a passive control group without any additional training. Before and after the training, we used the Montreal Cognitive Assessment, Raven’s Standard Progressive Matrices, digit span test, and General Self-Efficacy Scale to test general cognitive ability, reasoning ability, working memory capacity, and older adults’ perception of their ability to complete tasks respectively. The pre-test and post-test scores were analyzed using the Wilcoxon Signed-Rank Test. The results showed that English learning can significantly improve older adults’ general cognitive ability and working memory. The active control group receiving film appreciation training showed significant improvement in reasoning ability, whereas the passive control group showed no improvement. This evidence indicated that foreign language learning for older adults could serve as a useful method to improve some cognitive abilities.