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1、JournalofAppliedResearchinMemoryandCognition1(2012)56–57ContentslistsavailableatSciVerseScienceDirectJournalofAppliedResearchinMemoryandCognitionjournalhomepage:www.elsevier.com/locate/jarmacCommentaryArestrategiesnecessarytoimprovememory?ElizabethM.Zelinski∗TheUSCDavis
2、SchoolofGerontology,AndrusGerontologyCenter,UniversityofSouthernCalifornia,LosAngeles,CA90089-0191,USAarticleinfoArticlehistory:Received2December2011Receivedinrevisedform29December2011Accepted29December2011Availableonline9January2012McDanielandBugg(2012)poseasolutiontot
3、heconundrumoffoundthatolderadults’deficitinshiftingtodirectretrievalispartlywhyhealthyolderadultscanimproveonmemorytaskswithstrat-dueto(a)underestimatingthedifferencebetweentheamountofegytrainingbutthetrainingdoesnotgeneralizeeithertountrainedtimeittakestoretrievedirectl
4、yandtheamountittakestoscan,tasks,orpresumably,reallife.Theysuggestthattrainingshould(b)theirwillingnesstousesuboptimalstrategies,and(c)poor(a)targettheoreticallydefinedspecificreal-lifeproblemssuchasmemoryself-concept(seealsoWest,Bagwell,&Dark-Freudeman,retrievaldeficits,(
5、b)demonstrateandprovideexercisesshowing2008).Thesedeficitsmayaffectself-regulationofconsciousstrate-howprinciplesofmemorycanbeappliedtoeverydayproblemsgicactivitiesinmemoryretrievalindependentoftraining.includingprospectivememoryfailures,and(c)incorporateaero-Individuals
6、withlesseffectivecognitiveresources(e.g.,bicexercisetopromotemoreefficientbrainfunctioninadvanceofVerhaeghen&Marcoen,1996),includingpoorerhealth,loweredu-training.cation,andlowerself-efficacy(Westetal.,2008)donotbenefitThisapproach,whichappliestheorytoenhanceeverydaymem-mu
7、chfromstrategytraining.Forexample,peoplewithmemoryoryfunctioning,isimpressive.However,itsimplicitassumptionisimpairmentdidnotshowgainsinthememorytrainingcondi-thatolderpeople’scapabilitiescanbeharnessedandextendedtotionintheACTIVEtrial,althoughsimilarlyimpairedindividua
8、lsreallifememoryproblemswithrelativelyminimalpractice.Butshowedtraininggainsforreasoningandspeedofprocessingtr
