0626methodsppt

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This document summarizes a study that examined the effects of daily cognitive enrichment activities on semantic processing and long-term memory in older adults aged 71-75 over 12 months. The study recruited 30 adults and assigned them to either a treatment group that completed 2 hours per day of cognitive training and puzzles, or a control group that engaged in regular daily activities without cognitive enrichment. Both groups were given pre- and post-tests at 3, 6, 9, and 12 months. The results supported the hypothesis that cognitive enrichment improves memory, inductive reasoning, and semantic processing speed. However, limitations included that participants were not representative of all elderly and those with cognitive declines were excluded. Future research should study if these effects can reduce health service needs

Examination of Cognitive Enrichment Activities on Semantic
Processing/Long Term Memory in Older Adults

 “Use it or Lose it”
 Higher activity engagement leads to lower cognitive decline
 Weekly crossword and Sudoku puzzles
 Mental aerobics
 Impact of mentally enriching activities may vary across adulthood
 Use of a memory education and intervention program
 Early processing (limited time ) versus later processing (simultaneity)
Outline of Previous Research

Can daily cognitive enrichment activities (2 hours a day) enhance semantic speed/long
term memory in adults aged 71-75 over a three, six, nine and twelve month period of
time?
Hypothesis

 Participants:
 Recruited thirty adult females and males aged 71-75 from:
 Recruited:
 Through newspaper advertisements, flyers posted in local community centers and shops, direct mailings, and
notices in community temple and church bulletins.
 Recruitment materials indicated that “Use it or Lose It” was a fun and mentally enriching program studying ways
to prevent mental decline and cognitive memory loss.
Methodology

 Two –components for Treatment Group:
 1. Cognitive training materials adapted from the ACTIVE (Advanced Cognitive Training for Independent and
Vital Elderly) protocols.
 2. Various cognitive enriching puzzles (i.e. crossword, logic matrices) to make the program more enjoyable
for tw0-hours daily.
 Components for Control Group:
 1. Various regularly scheduled activities (i.e. socializing, gardening and watching television) for two hours
daily
 2. No specific training in cognitive enrichment activities
 A pre-test given to both intervention and control group prior to beginning the study.
 Post –tests/assessments given every twelve weeks at the 3, 6, 9 and 12 month juncture
Procedures

Data Analysis:
Statistical procedure will be analyzed using a t-test of
independent means:

 “Use it or Lose it” cognitive enrichment training program supported the original hypothesis
in improving targeted cognitive ability areas for the treatment group:
 Training for memory: episodic and long-term
 Inductive reasoning
 Semantic processing speed
 Previous research in cognitive training also supported the original hypothesis as data
showed that cognitive interventions helped normal elderly adults (65 or older) perform
better on many measures of specific cognitive ability after having received training in these
areas.
Conclusions:

 Participants were not recruited to be representative of the elderly population at large
 Individuals with already existing declines in cognitive functions were excluded from the
study
 “Use it or Lose it” participants were likely more resilient and less likely to decline for the
duration of the study
Limitations of the Study:

Future Directions:
 Continued research to focus on whether the enhancing effect of semantic processing speed,
long-term memory and inductive reasoning interventions can:
 Reduce access to needed health services
 Increase longevity for those 65 and older
 As the population of elderly continues to increase more detailed research studies will
support the elderly leading longer and more productive lives….

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This document summarizes a pilot randomized controlled study that tested a community-based, 8-week life skills class for individuals with low mood and depression. Fifty-three individuals were recruited from the community and randomized into either an immediate access group that received the classes, or a delayed access control group. The classes aimed to provide cognitive behavioral therapy content through guided self-help materials. Results showed good recruitment, attendance, and satisfaction. Preliminary results suggest the intervention may improve anxiety and depression, especially for those taking antidepressants. The study provides estimates for an adequately powered future trial of this low-intensity, group-based intervention for managing depression and anxiety.

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LLTTF RTC PaperGrainne McAnee

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0626methodsppt

1. Examination of Cognitive Enrichment Activities on Semantic Processing/Long Term Memory in Older Adults

2.  “Use it or Lose it”  Higher activity engagement leads to lower cognitive decline  Weekly crossword and Sudoku puzzles  Mental aerobics  Impact of mentally enriching activities may vary across adulthood  Use of a memory education and intervention program  Early processing (limited time ) versus later processing (simultaneity) Outline of Previous Research

3. Can daily cognitive enrichment activities (2 hours a day) enhance semantic speed/long term memory in adults aged 71-75 over a three, six, nine and twelve month period of time? Hypothesis

4.  Participants:  Recruited thirty adult females and males aged 71-75 from:  Recruited:  Through newspaper advertisements, flyers posted in local community centers and shops, direct mailings, and notices in community temple and church bulletins.  Recruitment materials indicated that “Use it or Lose It” was a fun and mentally enriching program studying ways to prevent mental decline and cognitive memory loss. Methodology

5.  Two –components for Treatment Group:  1. Cognitive training materials adapted from the ACTIVE (Advanced Cognitive Training for Independent and Vital Elderly) protocols.  2. Various cognitive enriching puzzles (i.e. crossword, logic matrices) to make the program more enjoyable for tw0-hours daily.  Components for Control Group:  1. Various regularly scheduled activities (i.e. socializing, gardening and watching television) for two hours daily  2. No specific training in cognitive enrichment activities  A pre-test given to both intervention and control group prior to beginning the study.  Post –tests/assessments given every twelve weeks at the 3, 6, 9 and 12 month juncture Procedures

6. Data Analysis: Statistical procedure will be analyzed using a t-test of independent means:

7.  “Use it or Lose it” cognitive enrichment training program supported the original hypothesis in improving targeted cognitive ability areas for the treatment group:  Training for memory: episodic and long-term  Inductive reasoning  Semantic processing speed  Previous research in cognitive training also supported the original hypothesis as data showed that cognitive interventions helped normal elderly adults (65 or older) perform better on many measures of specific cognitive ability after having received training in these areas. Conclusions:

8.  Participants were not recruited to be representative of the elderly population at large  Individuals with already existing declines in cognitive functions were excluded from the study  “Use it or Lose it” participants were likely more resilient and less likely to decline for the duration of the study Limitations of the Study:

9. Future Directions:  Continued research to focus on whether the enhancing effect of semantic processing speed, long-term memory and inductive reasoning interventions can:  Reduce access to needed health services  Increase longevity for those 65 and older  As the population of elderly continues to increase more detailed research studies will support the elderly leading longer and more productive lives….

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0626methodsppt

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