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Relative effectiveness of general versus specific cognitive training for aging adults. | LitMetric

AI Article Synopsis

  • - The study explored the effects of three cognitive training programs on older adults (230 participants), focusing on two general cognitive interventions (BrainHQ and Rise of Nations) and one specific training for daily living activities (IADL), compared to a control group solving puzzles.
  • - Results showed no significant overall benefits from any intervention compared to the control group, indicating that expected outcomes did not vary by training type, although specific knowledge improvements were noted in the IADL group right after training.
  • - A year later, some cognitive skills like fraud detection showed varied results, but participants from the IADL training did not maintain their initial knowledge gains about driving and finances, suggesting limited long-term effectiveness of the interventions.

Article Abstract

In the present study, we examined three experimental cognitive interventions, two targeted at training general cognitive abilities and one targeted at training specific instrumental activities of daily living (IADL) abilities, along with one active control group to compare benefits of these interventions beyond expectation effects, in a group of older adults ( = 230). Those engaged in general training did so with either the web-based brain game suite BrainHQ or the strategy video game Rise of Nations, while those trained on IADL skills completed instructional programs on driving and fraud awareness. Active control participants completed sets of puzzles. Comparing baseline and postintervention data across conditions, none of the preregistered primary outcome measures demonstrated a significant interaction between session and intervention condition, indicating no differential benefits. Analysis of expectation effects showed differences between intervention groups consistent with the type of training. Those in the IADL training condition did demonstrate superior knowledge for specific trained information (driving and finances). Twelve months after training, significant interactions between session and intervention were present in the primary measure of fraud detection, as well as the secondary measures of the letter sets task and Rey's Auditory Verbal Learning Test. However, the specific source of these interactions was difficult to discern. At 1-year follow-up those in the IADL condition did not maintain superior knowledge of driving and finances gained through training, as was present immediately postintervention. Hence, the interventions, when compared to an active control condition, failed to show general or specific transfer in a meaningful or consistent way. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

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Source
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC10460574PMC
http://dx.doi.org/10.1037/pag0000663DOI Listing

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