The Impact of Learning Multiple Real-World Skills on Cognitive Abilities and Functional Independence in Healthy Older Adults

Author:

Leanos Shirley1,Kürüm Esra2,Strickland-Hughes Carla M3,Ditta Annie S1,Nguyen Gianhu1,Felix Miranda1,Yum Hara1,Rebok George W4,Wu Rachel1

Affiliation:

1. Department of Psychology, University of California , Riverside, California , USA

2. Department of Statistics, University of California , Riverside, California , USA

3. Department of Psychology, University of the Pacific , Stockton, California , USA

4. Bloomberg School of Public Health and Johns Hopkins Center on Aging and Health, Johns Hopkins University , Baltimore, Maryland , USA

Abstract

Abstract Objectives The natural learning experience from infancy to emerging adulthood, when considerable cognitive and functional growth is observed, mandates learning multiple real-world skills simultaneously. The present studies investigated whether learning multiple real-world skills simultaneously is possible in older adults and also whether it improves both their cognitive abilities (working memory, episodic memory, and cognitive control) and functional independence. Methods Over two studies (15 and 27 participants), older adults learned at least three new skills (e.g., Spanish, drawing, music composition) simultaneously for 3 months. Participants completed cognitive and functional assessments before, during, and after the intervention in both studies. Participants were recruited sequentially for an intervention or no-contact control group in Study 1, and Study 2 included only an intervention group, who also completed assessments 4–6 weeks prior to the start of the intervention (i.e., they served as their own control group). Results Results from both studies show that simultaneously learning multiple skills is feasible and potentially beneficial for healthy older adults. Learning multiple skills simultaneously increased cognitive abilities in older adults by midpoint of the intervention, to levels similar to performance in a separate sample of middle-aged adults. Discussion Our findings demonstrate the feasibility and potential of conducting a real-world skill-learning intervention involving learning three novel skills with older adults. Our multiskill intervention may provide broad cognitive gains, akin to the benefits experienced earlier in the life span.

Funder

American Psychological Foundation

University of California, Riverside

Publisher

Oxford University Press (OUP)

Subject

Geriatrics and Gerontology,Gerontology,Clinical Psychology,Social Psychology

Reference44 articles.

1. A systematic review and meta-analysis of the cognitive correlates of bilingualism;Adesope;Review of Educational Research,2010

2. Novelty, challenge, and practice: The impact of intensive language learning on attentional functions;Bak;PLoS One,2016

3. Life span theory in developmental psychology;Baltes;Handbook of Child Psychology,2006

4. An examination of age-based stereotype threat about cognitive decline;Barber;Perspectives on Psychological Science,2017

5. When and where do we apply what we learn? A taxonomy for far transfer;Barnett;Psychological Bulletin,2002

同舟云学术

1.学者识别学者识别

2.学术分析学术分析

3.人才评估人才评估

"同舟云学术"是以全球学者为主线,采集、加工和组织学术论文而形成的新型学术文献查询和分析系统,可以对全球学者进行文献检索和人才价值评估。用户可以通过关注某些学科领域的顶尖人物而持续追踪该领域的学科进展和研究前沿。经过近期的数据扩容,当前同舟云学术共收录了国内外主流学术期刊6万余种,收集的期刊论文及会议论文总量共计约1.5亿篇,并以每天添加12000余篇中外论文的速度递增。我们也可以为用户提供个性化、定制化的学者数据。欢迎来电咨询!咨询电话:010-8811{复制后删除}0370

www.globalauthorid.com

TOP

Copyright © 2019-2024 北京同舟云网络信息技术有限公司
京公网安备11010802033243号  京ICP备18003416号-3