Strategy Based Cognitive Training Effects on Cognitive Performance of Older Adults in a Socially Interactive Learning Group
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 发起方
- 入组人数
- 32
- 试验地点
- 2
- 主要终点
- Verbal Fluency Test (Chiu et al., 1997)
研究概览
简要总结
Aging is associated with a decline in almost all aspects of cognitive functions, particularly memory. Recent research suggests that combining cognitive training with ongoing social interaction may aid in improving cognitive functioning for older adults. Furthermore, accumulative evidence suggests that strategy-based cognitive training may also improve the trainee's memory. In this study, the investigators examined the effects of a combined strategy-based cognitive training and a socially interactive learning method on cognitive performance and transfer effects in older adults.
详细描述
A major concern with the aging of the world's population is a higher prevalence of age-related impairment of cognitive functions. This concern highlights the need to identify quick and effective interventions that can preserve cognitive functions.
A growing body of literature supports the notion that cognitive training may assist in promoting healthy brain aging and improve a wide range of cognitive abilities.
Cognitive training refers to a protocol consisting of a set of exercises designed to improve performance in one or several cognitive abilities. One approach to cognitive training mentioned in the literature is strategy training. Strategy training usually focuses on teaching specific strategies designed to help encode or retrieve information and involves techniques such as rehearsal, chunking, mental imagery, and story-formation.
A possible means for improving cognitive training outcomes is employing a socially interactive group-based cognitive training program versus an individual one. An abundance of studies has shown that social interaction may contribute to the slowing down of cognitive decline in old age.
Recent studies suggest that social interaction alone may not be beneficial for enhancing cognitive abilities, but when combined with a mental stimulus that requires cognitive effort, such improvement might be achieved.
研究设计
- 研究类型
- Interventional
- 分配方式
- Non Randomized
- 干预模型
- Parallel
- 主要目的
- Other
- 盲法
- Double (Participant, Outcomes Assessor)
入排标准
- 年龄范围
- 64 Years 至 —（Adult, Older Adult）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •Healthy participants who are active in a designated group in the community.
排除标准
- •Any diagnosis of cognitive decline.
结局指标
主要结局
Verbal Fluency Test (Chiu et al., 1997)
时间窗: Change from baseline (before treatment) to immediately after treatment (12 weeks)
Participants were asked to say aloud as many words as possible belonging to a given category (animal's category and fruit and vegetables category) within a period of sixty seconds.
次要结局
- Corsi Block-Tapping Test (Corsi 1972)(Change from baseline (before treatment) to immediately after treatment (12 weeks))
- Words Recall Test (Fairchild et al., 2013)(Change from baseline (before treatment) to immediately after treatment (12 weeks))
- Wechsler Digit Span Test (Wechsler 2008)(Change from baseline (before treatment) to immediately after treatment (12 weeks))
研究者
Michal Lavidor
Principal Investigator
Bar-Ilan University, Israel