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a procedural approach to remembering personal identification numbers among older adults过程方法在老年人中记住个人识别号码
A Procedural Approach to Remembering Personal
Identification Numbers among Older Adults
1 1 2
Michael K. Gardner *, Robert D. Hill , Christopher A. Was
1 Department of Educational Psychology, University of Utah, Salt Lake City, Utah, United States of America, 2 Department of Educational Foundations Special Services,
Kent State University, Kent, Ohio, United States of America
Abstract
This study investigated whether a motor skill learning intervention could provide better memory for personal identification
numbers (PINs) as compared to a control group. Younger (ages 18 to 40) and older (ages 61 to 92) participants were
randomly assigned to conditions. All participants received three days of training consisting of 12 blocks of 12 trials each.
Participants were tested immediately after training, after four days, and after seven days. Dependent measures were errors,
latencies, and number of correct responses per minute. Younger participants were less error prone, faster, and produced
more correct responses than older participants. Training condition (motor skill-based versus control training) had no
significant effect on any of the dependent variables. Testing time had a significant effect on latency, and the effect of testing
time on latency interacted with age group. In a second study, six older individuals diagnosed as having mild cognitive
impairment (MCI) were trained using the motor skill learning intervention. Their performance was compared with that of the
younger and older motor skill groups from the first experiment. The results showed that the older MCI group was
significantly slower, more error prone, and produced fewer correct responses per minute than the older, normal group. Thus
the presence of diagnosed MCI signif
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