The Effect of Baseline Performance and Age on Cognitive Training Improvements in Older Adults: A Qualitative Review.
The Effect of Baseline Performance and Age on Cognitive Training Improvements in Older Adults: A Qualitative Review.
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DOI：
10.14283/jpad.2020.55
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发表时间：
2021
影响因子：
--
通讯作者：
Hosseini SMH
中科院分区：
文献类型：
--
作者：
Shaw JS;Hosseini SMH
研究发现，大脑能够可塑性，直到老年，导致了使用认知训练作为一种潜在的干预措施，以延迟痴呆症的发作的兴趣。然而，参与训练方案的个体在结果方面差异很大，这表明在评估认知训练的有效性时，考虑个体差异，特别是年龄和认知领域的基线表现的重要性。在这篇综述中，我们总结了现有的文献在几个认知领域的成人认知训练，对比的条件支持的放大和补偿效果的认知训练的改善。放大效应的最强有力的支持是在涉及年轻人的研究中观察到的，这些年轻人在针对情景记忆的训练任务中具有更完整的认知能力，部分原因是情景记忆训练的特定因素。相比之下，在几项针对老年人工作记忆的研究以及大多数针对执行功能的研究中发现了对补偿效应的支持，这表明这些领域的神经可塑性在很老的时候仍然存在。未来的研究应该更清楚地根据他们的基线认知能力对个体进行分层，并分配专门的、针对特定技能的认知训练方案，以直接回答个体差异如何影响训练效果的问题。
Findings that the brain is capable of plasticity up until old age have led to interest in the use of cognitive training as a potential intervention to delay the onset of dementia. However, individuals participating in training regimens differ greatly with respect to their outcomes, demonstrating the importance of considering individual differences, in particular age and baseline performance in a cognitive domain, when evaluating the effectiveness of cognitive training. In this review, we summarized existing literature on cognitive training in adults across several cognitive domains to contrast the conditions supporting the magnification and compensation effects of cognitive training improvement. The strongest support for the magnification effect was observed in studies involving younger adults with more intact cognitive abilities in training tasks targeting episodic memory, explained in part by factors specific to episodic memory training. By contrast, support for the compensation effect was found in several studies targeting working memory in older individuals as well as in the majority of studies targeting executive functioning, suggesting the preservation of neural plasticity in these domains to very old age. Future research should more clearly stratify individuals according to their baseline cognitive abilities and assign specialized, skill-specific cognitive training regimens in order to directly answer the question of how individual differences impact training effectiveness.
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