「說故事認知促進課程模組」提升高齡者學習者認知功能成效之驗證

Verification of the Effectiveness of ＂Cognition Enhancement through Storytelling Curriculum Module＂ in Promoting the Cognitive Function of Elderly Learners

樓家祺(Lou, C. C.) ； 張惠翔(Chang, H. H.) ； 陳怡伊(Chen, Y. Y.) ； 盧彥芬(Lu, Y. F.)

《福祉科技與服務管理學刊》 8卷1期 (2020/03) Pp. 72-82

https://doi.org/10.6283/JOCSG.202003_8(1).72

摘要

多數研究顯示隨著年齡提升，大腦認知功能及工作記憶（working memory）呈現逐漸衰退趨勢，也有研究顯示認知功能與情感創造力呈正相關，上述情況皆對高齡者造成身心之負面影響。而透過研究發現，即便是高齡者，大腦認知功能仍有積極變化或可塑性之潛力，運用具策略性的認知促進訓練有助於改善並促進高齡者大腦認知功能，使高齡者能邁向活躍老化目標。因此本研究以實驗設計模式，將模組化課程導入樂齡中心學習活動，透過此課程模組，提升樂齡中心高齡者認知功能。本研究將實驗對象分為實驗組與控制組，實驗組對象為台東縣關山鎮樂齡學習中心17人；控制組為高雄市旗山南新社區樂齡學習中心12人。2組均進行前、後測，內容包含聯想配對（associative learning）、方位定向（place learning）及情節記憶（text learning）等3項測驗。實驗組介入課程時間為期3天，1天3小時，內容包括理論與實作；控制組則無課程介入。課程完成後，以量化數據檢視模組化認知功能促進訓練成效。根據Wilcoxon、ANCOVA檢定，本實驗結果顯示實驗組3項後測成績有顯著進步，且明顯高於控制組。本研究結果可認為透過此模組化認知功能促進訓練課程，可有效提升高齡者認知功能。

關鍵字

高齡學習者 ； 認知促進 ； 認知功能課程模組

並列摘要

Most studies have shown that as people age, cognitive function and working memory experience a gradual decline. Other studies have shown that cognitive function is negatively correlated to emotional creativity. All of the above conditions have a negative impact on the physical and mental health of the elderly. However, some research indicates that even in the elderly, there is still potential for positive changes, or plasticity of the cognitive function. The use of strategic cognitive promotion training can help improve the cognitive function of the elderly in such a way that encourages active aging. Therefore, this study uses experimental design to introduce the modular curriculum into the learning activities already present in the senior care center. Through this course module, the cognitive function of senior citizens in the senior care center may improve. In this study, the experimental subjects were divided into an experimental group and a control group. The experimental group consisted of 17 people from the Senior Learning Center in Guanshan Township, Taitung County. The control group consisted of 12 people from the Senior Learning Center at Qishannan New Community, Kaohsiung City. Both groups were tested before and after on associative learning, place learning, and text learning. The experimental group intervention course was observed for 3 days, 3 hours per day, including theory and practice; the control group had no course intervention. After the course was completed, the modular cognitive function was viewed with quantitative data to promote training effectiveness. According to Wilcoxon and ANCOVA tests, the results of this experiment show that the three test results of the experimental group showed significant improvement, and were significantly higher than the control group. The results of this study suggest that the use of this modular cognitive function promotion training program can effectively improve the cognitive function of the elderly.

並列關鍵字

senior learners ； cognitive promotion ； cognitive function curriculum module