New Research Finds That Older Adults Can Improve Cognition By Learning Various New Skills Simultaneously, Similar To Undergraduate Students’ Course Loads
A recent group of studies conducted by a research team from the University of California, Riverside, has demonstrated that learning various new tasks can significantly benefit cognition among older adults.
This conclusion has confirmed the fact that older adults have the ability to improve their cognition by learning new tasks if they approach the idea of learning the same way children do.
“Our findings provide evidence that simultaneously learning real-world skills can lead to long-term improvements in cognition during older adulthood,” said Rachel Wu, lead researcher.
“Overall, our findings promote the benefits of lifelong learning, namely, to improve cognitive abilities in older adulthood.”
The team’s research is the first of its kind and culminated in two different studies.
While the first study had just six participants with a median age of 66-years-old, the second study included 27 participants with a median age of 69-years-old.
In order to qualify for participation in the research, each individual had to be at least 55, have normal or corrected vision, be fluent in English, and have no prior cognitive impairment diagnosis.
The participants ultimately went on to complete work similar to undergraduate students– finishing both classwork and homework for about 15 hours a week over the course of three months. According to Wu, it was these time constraints that limited the eligible participant pool.
Nevertheless, each participant in both studies learned at least three new skills– for instance, how to use an iPad, how to speak Spanish, music composition, painting, or photography. These skills were taught within a classroom for older adults at UC Riverside.
shurkin_son – stock.adobe.com – illustrative purposes only, not the actual person
But, prior to the start of these classes, the participants underwent cognitive testing. For this, the researchers measured factors such as short-term memory, inhibition, and attention.
Then, the same cognitive tests were performed halfway through the class period as well as three months after the classes ended. Finally, the participants were also followed up with later– undergoing cognitive testing three more times following the end of classes at three months, six months, and one year.
The researchers were particularly interested in these follow-up examinations since they hoped to determine whether the cognitive ability gains would last up to one year later.
Overall, the cognitive scores gathered at three months, six months, and one-year post-intervention were found to be drastically higher than before the skill learning began. In fact, some measures were even three times as high. What was most incredible, though, was how the scores seemed to grow higher as more time passed since the classes ended.
“Remarkably, the cognitive scores increased to levels similar to undergraduates taking the same cognitive tests for the first time,” Wu explained.
“Our findings of continued cognitive growth in older adulthood is unique because most studies show only maintenance of cognitive abilities or cognitive decline over time.”
And Wu believes the key difference is learning various tasks at the same time while within an encouraging environment– much like how children learn. Additionally, the time and effort spent committed to learning multiple new tasks were similar to what undergraduate students experience when enrolled in a full course load.
These findings suggest that older adults should strive to take an open-minded approach to learning. By being willing to try learning various tasks at once and believing in their potential, older adults may be able to improve their cognition.
To read the study’s complete findings, which have since been published in Aging & Mental Health, visit the link here.
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