Effects of foreign language learning on cognition in healthy older adults

Phase 3

• Conditions: Cognition

• Registration Number: DRKS00016552
• Lead Sponsor: etzwerk Alternsforschung der Ruprecht-Karls-Universität Heidelberg

Brief Summary

Foreign language learning did not significantly improve primary or secondary outcomes, neither immediately nor 3 months after the language course. However, moderation analyses revealed that participants with lower global baseline cognition tended to improve more on response inhibition than individuals with higher baseline cognition. This relationship was not evident in the waiting list control group.

Detailed Description

Not available

Study Timeline

• Study Start: 2019-02-11
• Study Completion: 2020-07-31
• Results First Posted: 2023-03-23
• Last Update Posted: 19 August 2024

Recruitment & Eligibility

• Status: Complete
• Sex: All
• Target Recruitment: 34

Inclusion Criteria

German mother tongue
- Monolingual (no fluency and more than occasional use of any other language according to self-disclosure; Additional information: Evaluation of monolingualism according to LSBQ score [Bialystok et al., 2018])
- Living independently
- No full-time employment (secondary employment of a maximum of 50% permitted)
- To be motivated to effectively participate in the study and to sign the consent form in agreement with the local ethic committee

Exclusion Criteria

- A1 or higher level of Spanish according to the Common European Framework of Reference for Languages
- Good or better knowledge of Romanic languages (Italian, French, Latin, Portuguese) according to the Common European Framework of Reference for Languages
- Below-average cognitive performance according to age (CFD S1 from Schuhfried GmbH: No subtest z = -1.5 [PR = 6])
- Impaired or uncorrected vision
- Colour blindness
- Impaired hearing
- Self-reported current or previous neurological disease including stroke, mild cognitive impairment, dementia, Parkinson's disease, epilepsy, multiple sclerosis, encephalitis)
- Self-reported current or previous mental disorder including anxiety disorder, depression, schizophrenia, alcohol or substance dependence
- Loss of consciousness for more than five minutes
- Current musical activity for more than five hours per week
- Medication known to interfere with cognitive functions within the last six months before the start of the study
- Major surgery within the last month before the start of the study
- Inclusion in another psychological or biomedical study from pre- to follow-up assessment
- Other restrictions that do not allow participation in the planned assessments and intervention

Study & Design

• Study Type: interventional
• Study Design: Not specified

Primary Outcome Measures

Name	Time	Method
Difference between pre- and post-assessment after the language course or a waiting period of three weeks between the language learning group and the waiting list control group in naming interference (STROOP) and executive attention (WAFG).