Training versus Engagement as Paths to Cognitive Enrichment with Aging

presented by Kristina Koridze - Seminar PsyBSc12 SoSe 2023

Introduction Results

§ Background: Extensive research has been Selective Improvement Group Differences in Cognitive Change
dedicated to exploring the potential for § The Training group showed a small improvement in Reasoning. § Training participants showed more improvement in Reasoning
cognitive enrichment and interventions to
§ The Engagement group showed a moderate improvement in Divergent compared to both Engagement (χ2(1)=23.30, p<.001) and
promote cognitive health in older adults.
Thinking compared to the Waitlist Control. Waitlist (χ2(1)=15.64, p<.001) participants.
§ Two approaches: The training approach
§ Participants with higher cognitive intactness at baseline showed greater § The Engagement group showed greater improvement in
focuses on specific skills and practices,
gains in both the Engagement and Training groups, with a stronger Divergent Thinking compared to both the Training
while the engagement approach
relationship observed in the Training group. (χ2(1)=17.61, p<.001) and Waitlist (χ2(1)=23.78, p<.001)
encourages lifestyle changes that may lead
§ Higher verbal ability did not result in significant cognitive growth in either groups.
to mental activity.
group. § No significant differences were found between groups in
§ Purpose: This study aims to compare
§ In the Engagement group, participants with larger social networks and changes in Speed, Visual-Spatial Processing (VSP), or
these two models of cognitive enrichment
higher levels of Openness to Experience at pretest showed larger gains Memory.
in a single experimental design.
in Divergent Thinking.

Methods Discussion

• Design: Randomized controlled trial design § Future Implications: Considering social factors and
• Participants were randomly assigned to one incorporating social elements into cognitive enrichment
of three groups: Engagement, Training, or interventions.
Waitlist Control • Limitations: Limited generalizability and diverse sample.
• Sample: 461 adults aged 60 to 94 years (M • Causality, measurement limitations, and lack of long-term
= 72.6 years) who were generally healthy follow-up assessments.
but relatively inactive
• Materials: Recruitment material,
Questionnaires, Cognitive tests, Other
materials. References
• Analysis: Multiple-Indicator Latent Change Stine-Morrow, E. A., Payne, B. R., Roberts, B. W., Kramer, A. F., Morrow, D. G.,
Score Models, the Comparative Fit Index Payne, L., Hill, P. L., Kackson, J. J., Gao, X., Noh, S. R., Janke, M. C & Parisi, J. M.
(CFI) and the Root Mean Square Error of (2014). Training versus engagement as paths to cognitive enrichment with aging.
Psychology and Aging, 29, 891–906
Approximation (RMSEA).

Figure 1. Pre- to posttest change in manifest variables and latent constructs. Error bars represent standard
errors. Change in latent constructs is highlighted with slightly larger symbols.