The Impact of Working Memory Training on Cognitive Abilities in Older Adults: The Role of Cognitive Reserve

2020 ◽  
Vol 13 (1) ◽  
pp. 52-61
Author(s):  
Sara Mičič ◽  
Marina Horvat ◽  
Karin Bakracevic
Keyword(s):  
Older Adults ◽  
Working Memory ◽  
Executive Functioning ◽  
Cognitive Abilities ◽  
Cognitive Reserve ◽  
Control Group ◽  
Visual Spatial ◽  
The Impact ◽  
Experimental Group

Objectives: The aims of this study were to determine whether Working Memory (WM) training improves the cognitive functioning of older adults and to determine the role of cognitive reserve in WM training. Method: Twenty-one older adults, aged between 65 and 91 years were included in the study. Ten of them were in the experimental group and 11 in the passive control group. The experimental group underwent 15 training sessions of n-back training over a period of five weeks, whereas the control group remained passive. All participants (from the experimental and control group) were tested before the training, one week after the training, and three months after the training with Rey– Osterrieth/Taylor Complex Figure test (ROCF), Digit span, and TMT (part A and part B). Results and Conclusion: Results of our study suggest that although the experimental group slightly improved their performance on the trained task, the progress was not statistically significant. There was also no statistically significant transfer of training effects onto tasks of visual-spatial and verbal memory, as well as those related to executive functioning. However, the study did identify a statistically significant correlation between cognitive reserve and certain tests performed at the final testing: tasks measuring executive functioning and spatial ability. Results also revealed that the group that showed improvement in the training task was significantly better in the ROCF test in comparison with the group that had not improved their performance on the N-back task. Thus, visual-spatial abilities (visual perception, construction, and memory) were more connected with success in WM training, than other measured cognitive abilities (e.g. verbal and numerical memory).

scholarly journals Coaching Tutorial System: use case matter of degree seminar

Apertura ◽  
2021 ◽  
Vol 13 (1) ◽  
pp. 86-100
Author(s):  
Rosa María Rodríguez Aguilar ◽  
◽  
Yedid Erandini Niño Membrillo ◽  
Rocío Selene Razo Sánchez
Keyword(s):  
Working Memory ◽  
Verbal Memory ◽  
Medium Size ◽  
Control Group ◽  
Complex Span ◽  
Visual Spatial ◽  
Significant Difference ◽  
Quasi Experimental ◽  
The Impact ◽  
Experimental Group

The purpose of the present study was to evaluate the impact of a training program on the level of working memory in a sample of university students. For this, a quasi-experimental study with an active control group was implemented in 29 students of basic teaching and computer systems, applying complex span tasks before and after the intervention. For training, multimídia routines were used for the experimental group and an academic essay elaboration workshop for the control group. The pre-test confirmed intergroup statistical equality for all the measurements used and the post-test, in favor of the experimental group, detected significant difference and large effect size in visuospatial memory and non-significant with medium size, for verbal memory. Additionally, the Raven’s Matrices test was applied to determine effects of training on intelligence, finding no significant difference. Therefore, it is concluded that training based on multimedia routines did not generate gains in intelligence or in working memory, in its verbal domain, although it did in its visual-spatial domain. However, the results must be taken with reservations, due to the limitation represented by the size of the sample, which, if corrected in future interventions, may enrich the findings on the means to improve working memory.

scholarly journals Working memory: effects of its training based on multimedia routines

Apertura ◽  
2021 ◽  
Vol 13 (1) ◽  
pp. 68-85
Author(s):  
Ismael Esquivel Gámez ◽  
Keyword(s):  
Working Memory ◽  
Verbal Memory ◽  
Medium Size ◽  
Control Group ◽  
Complex Span ◽  
Visual Spatial ◽  
Significant Difference ◽  
Quasi Experimental ◽  
The Impact ◽  
Experimental Group

The purpose of the present study was to evaluate the impact of a training program on the level of working memory in a sample of university students. For this, a quasi-experimental study with an active control group was implemented in 29 students of basic teaching and computer systems, applying complex span tasks before and after the intervention. For training, multimedia routines were used for the experimental group and an academic essay elaboration workshop for the control group. The pre-test confirmed intergroup statistical equality for all the measurements used and the post-test, in favor of the experimental group, detected significant difference and large effect size in visuospatial memory and non-significant with medium size, for verbal memory. Additionally, the Raven’s Matrices test was applied to determine effects of training on intelligence, finding no significant difference. Therefore, it is concluded that training based on multimedia routines did not generate gains in intelligence or in working memory, in its verbal domain, although it did in its visual-spatial domain. However, the results must be taken with reservations, due to the limitation represented by the size of the sample, which, if corrected in future interventions, may enrich the findings on the means to improve working memory.

scholarly journals REFLEXIVE TECHNIQUES AS A WAY TO CHANGE THE EDUCATIONAL MOTIVATION OF MEDICAL UNIVERSITY STUDENTS

2021 ◽  
Vol 31 (1) ◽  
pp. 120-131
Author(s):  
I.G. Zhukovskaya ◽  
I.N. Leonov ◽  
T.F. Vostroknutova
Keyword(s):  
University Students ◽  
Educational Activity ◽  
Control Group ◽  
Activity Regulation ◽  
Educational Motivation ◽  
Group A ◽  
Medical University ◽  
The Impact ◽  
Experimental Group

The paper presents the results of a study of reflexive techniques impact on the educational motivation of medical university students. In the context of the implementation of the humanistic paradigm in pedagogy, the role of motivation in educational activity regulation is analyzed. Reflexion is considered by the subjects of pedagogical process as a factor of facilitation of "objectification" of needs in the context of educational activity and construction of its subjective sense. It was found that for ISMA students professional motives are dominant in educational motivation and avoidance motives are the least declared. As a result of a quasi-experiment with two non-randomized groups, the impact of reflexive techniques on educational motivation was assessed. The techniques made it possible to keep the structure of educational motivation unchanged in the experimental group, while in the control group a decrease in professional motives and an increase in communicative motives were found.

scholarly journals The Impact of Cognitive Model on the Achievement of Geographical material on Female Students in the Fourth Grade literary

2018 ◽  
Vol 220 (2) ◽  
pp. 245-276
Author(s):  
Lecturer. Akeel Abbod Faleh
Keyword(s):  
Cognitive Abilities ◽  
Cognitive Model ◽  
Multiple Choice ◽  
Fourth Grade ◽  
Achievement Test ◽  
Female Students ◽  
Control Group ◽  
Search Results ◽  
The Impact ◽  
Experimental Group

        This study was conducted in the province of Diyala, targeted know the impact of the specimen knowledge in the collection of geographical material and retained when students fourth grade literary To achieve the aim of the research chose researcher sample of schools Diyala province consisted of 60 female students were distributed across the experimental groups and the control group, after a parity statistical among students groups , promising researcher experiment kits of targets behavioral and lesson plans, then a promising achievement test be 40 paragraph of multiple choice and pans marked by honesty and consistency and objectivity, a layer researcher at the end of the experiment, and reached higher than students in the experimental group to the control group. In light of the search results researcher recommended that the attention of teachers of general subjects of social and material especially paradigm of knowledge, in order to fit with the mental and cognitive abilities of the students. He proposed to hold subsequent studies complementary research

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

2019 ◽  
Vol 75 (6) ◽  
pp. 1155-1169 ◽  
Author(s):  
Shirley Leanos ◽  
Esra Kürüm ◽  
Carla M Strickland-Hughes ◽  
Annie S Ditta ◽  
Gianhu Nguyen ◽  
...  
Keyword(s):  
Older Adults ◽  
Real World ◽  
Cognitive Abilities ◽  
Intervention Group ◽  
Functional Independence ◽  
Skill Learning ◽  
Control Group ◽  
Healthy Older Adults ◽  
The Impact ◽  
Multiple Skills

Abstract Objective 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. Method 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, 30 years younger. 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.

Executive Function and Attention in Children Born Prematurely

2018 ◽  
Vol 2 ◽  
pp. 150-156
Author(s):  
Celeste Beaudoin ◽  
Roxanne Bélanger
Keyword(s):  
Working Memory ◽  
Executive Functioning ◽  
Inhibitory Control ◽  
Cognitive Flexibility ◽  
Premature Infants ◽  
Economic Status ◽  
Control Group ◽  
Socio Economic Status ◽  
Premature Children ◽  
The Impact

Aim - The aim of this study is to measure the abilities of premature school-aged children in tasks of attention, working memory and executive functioning in order to determine if premature newborns are more at risk to develop delays compared to children born at term. Method - The sampling will be based on a previous study where five school-age premature children from Northern Ontario will be assessed using standardized tests. Each parent will be given a standardized questionnaire designed to measure the executive functioning of his or her child. The results will be then compared to those of a control group born at term without any neonatal complications. Participants will be matched according to gender, age, language status and socio-economic status. Preliminary analysis has shown that premature infants have reduced performance in tasks such as attention and executive functioning (inhibitory control, working memory, and cognitive flexibility). The influence of gestational age, birth weight and socio-economic status will be explained. Importance of the Study - Premature children are more vulnerable to developmental and behavioural delays (Taheri, Goudarzi, Shariat, Nariman, & Martin, 2017). Several studies have shown that delays in executive functions are associated with lower academic achievement (Hüning et al., 2017). This study will help us determine the nature of the impact on non-language skills in premature infants. Preliminary results will allow us to better understand the impact of prematurity on the development of attention and executive functioning (inhibitory control, working memory, and cognitive flexibility), as it relates to language.

scholarly journals Metode de stimulare cognitivă a copiilor preșcolari

2021 ◽  
Vol 39 (2) ◽  
pp. 11-20
Author(s):  
Gabriel Stan ◽  
Lucia Savca
Keyword(s):  
Cognitive Development ◽  
Cognitive Abilities ◽  
Positive Impact ◽  
Cognitive Stimulation ◽  
Control Group ◽  
Therapeutic Environment ◽  
The Impact ◽  
Experimental Group ◽  
Working Method ◽  
Stimulation Of

The study was conducted in 2019 over a period of 8 months in Ilfov County. The study included 148 participants (N = 148). The control group (GC) consists of 74 children, 34 boys and 40 girls. Of the 74 children, 17 are 4 years old, 22 are 5 years old and 35 are 6 years old. The experimental group (GE) consists of 74 children, 32 boys and 42 girls. Of the 74 children, 21 are 4 years old, 21 are 5 years old and 32 are 6 years old. The study aimed to examine the impact of cognitive stimulation of preschoolers in workshops with group and individual sessions on cognitive development. The results show the positive impact of the methods used on the cognitive development of preschoolers. The cognitive stimulation program proposes an innovative therapeutic environment, motivating and compatible with the reality of each child. The activities of stimulating the cognitive abilities of the participants in the experimental group included the Feuerstein working method, which proved promising preliminary results, which determines us to expand our studies in the future. The preschoolers in the control group received only the stimulation related to the educational activities and programs.

Improving Acceptance of Background Noise with Sound Enrichment

2020 ◽  
Author(s):  
Susan Gordon-Hickey ◽  
Shelby Davis ◽  
Leah Lewis ◽  
James Van Haneghan
Keyword(s):  
Older Adults ◽  
Hearing Loss ◽  
Background Noise ◽  
Control Group ◽  
Random Assignment ◽  
Treatment Results ◽  
Adult Participants ◽  
Future Work ◽  
The Impact ◽  
Experimental Group

Background: Acceptance of background noise serves as a means to predict likelihood of hearing aidsuccess. Individuals that are able to accept background noise are more likely to be successful with hearingaids.Purpose: The aim of the study was to assess the impact of sound enrichment on the acceptable noiselevel (ANL).Study Sample: Nineteen young adult participants served as listeners. Participants were randomlyassigned to the experimental or control group.Research Design: An experimental design with random assignment to experimental or control groupwas used.Data Collection and Analysis: One group used sound enrichment procedures for 2 weeks, whereas theother group served as a control group. Sound enrichment procedures required that participants add lowlevelbackground sound to any quiet environment encountered during the study. Most comfortable listeninglevel (MCL) and background noise level (BNL) were measured at three sessions, each 1 weekapart (baseline, after 1 week of treatment, and after 2 weeks of treatment).Results: Analytical statistics revealed that ANL improved for the sound enrichment group but remainedthe same for the control group. For both groups, there was no significant change in MCL across sessions.However, for the experimental group, BNL improved (increased) over the 2-week period while usingsound enrichment.Conclusions: Results of this study indicate that ANL can be improved with the use of sound enrichmentprocedures over a 2-week period. Future work should examine the use of sound enrichment proceduresfor older adults with hearing loss.

scholarly journals Neural Plastic Effects of Cognitive Training on Aging Brain

2015 ◽  
Vol 2015 ◽  
pp. 1-9 ◽  
Author(s):  
Natalie T. Y. Leung ◽  
Helena M. K. Tam ◽  
Leung W. Chu ◽  
Timothy C. Y. Kwok ◽  
Felix Chan ◽  
...  
Keyword(s):  
Older Adults ◽  
Working Memory ◽  
Cognitive Decline ◽  
Cognitive Training ◽  
Training Group ◽  
Cognitive Status ◽  
Control Group ◽  
Aging Brain ◽  
Visual Spatial ◽  
Significant Difference

Increasing research has evidenced that our brain retains a capacity to change in response to experience until late adulthood. This implies that cognitive training can possibly ameliorate age-associated cognitive decline by inducing training-specific neural plastic changes at both neural and behavioral levels. This longitudinal study examined the behavioral effects of a systematic thirteen-week cognitive training program on attention and working memory of older adults who were at risk of cognitive decline. These older adults were randomly assigned to the Cognitive Training Group (n=109) and the Active Control Group (n=100). Findings clearly indicated that training induced improvement in auditory and visual-spatial attention and working memory. The training effect was specific to the experience provided because no significant difference in verbal and visual-spatial memory between the two groups was observed. This pattern of findings is consistent with the prediction and the principle of experience-dependent neuroplasticity. Findings of our study provided further support to the notion that the neural plastic potential continues until older age. The baseline cognitive status did not correlate with pre- versus posttraining changes to any cognitive variables studied, suggesting that the initial cognitive status may not limit the neuroplastic potential of the brain at an old age.

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