中文摘要：

为考察教育水平在认知老化中的作用,分别使用横断数据和干预数据分析教育水平对认知老化的影响模式。对51名58～83岁的城市社区老年人实施加工速度测验和基本心理能力测验。随机选取25名被试作为干预组接受加工速度训练。被试在前测后第8周接受与前测内容相同的后测。横断分析的结果显示,在特定的认知测验中,教育水平对认知能力的年龄差异有调节作用。干预数据的分析结果显示,加工速度干预效果显著,且对词汇流畅性有迁移作用。但相关分析和回归分析的结果则表明,教育水平在促进老年人干预收益和迁移方面的作用不显著。在获取和应用新知识方面,教育水平的作用并不显著,其在认知老化中的作用可能更多地表现为对固有认知功能的保护。

英文摘要：

In order to investigate the role of education in cognitive aging, cross-sectional data and intervention data were used to analyze the impact pattern of education on cognitive aging. 51 community-dwelling older adults, ranging in age from 58 to 83 years, participated this study. The subjects took two baseline tests of processing speed and a battery of primary mental abilities tests. The training group including 25 participants received five sessions of training in processing speed. All participants undertook a post-training test with the same measuring tools 8 weeks later. The analysis of cross-sectional data showed that in four primary mental abilities tests, education had a moderating effect on age differences in cognitive ability, that is to say, to the subjects with higher educational level, the rate of cognitive decline with age was slower than those with lower educational level. Intervention data showed that there was a significant effect of intervention on processing speed, and a transfer effect to verbal fluency test was observed. However, the results of correlation and regression analysis showed that there was no significant positive effect of education on training gains and transfer gains for old people. For obtaining and using new knowledge, the effect of education is not significant. The role of education in cognitive aging may lie more in protecting the inherent cognitive abilities.