Skill-learning variety and frequency on long-term cognitive performance in older adults.
Intervention studies have shown that novel skill learning improves short-term and long-term cognitive abilities, but it is unclear how frequency and variety in skill learning impacts cognitive outcomes. Observational (nonintervention) studies have shown that frequent and varied activity engagement i...
| Publicado en: | Educational Gerontology Vol. 52; no. 7; pp. 725 - 739 |
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| Autores principales: | , , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
Jul2026
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=194999697&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 194999697 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 03601277 EGR jtl: Educational Gerontology issn: 03601277 maglogo: N pubinfo: dt: Jul2026 vid: 52 iid: 7 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 194999697 185803606 194999697 194999697 10.1080/03601277.2025.2515562 194999697 ppf: 725 ppct: 14 formats: tig: atl: Skill-learning variety and frequency on long-term cognitive performance in older adults. aug: au: Ferguson, Leah Mehrkesh, Arash Kürüm, Esra Rebok, George W. Wu, Rachel affil: Department of Psychology, University of California, Riverside, Riverside, CA, USA sug: subj: Cognitive Aging Physiology Cognition Evaluation Learning Human Male Female Aged Aged, 80 and Over Experimental Studies Descriptive Statistics Chi Square Test T-Tests Data Analysis Software Social Media Educational Status Skill Acquisition Neuropsychological Tests Task Performance and Analysis Funding Source Aged: 65+ years Aged, 80 & over Male Female ab: Intervention studies have shown that novel skill learning improves short-term and long-term cognitive abilities, but it is unclear how frequency and variety in skill learning impacts cognitive outcomes. Observational (nonintervention) studies have shown that frequent and varied activity engagement in older adulthood relates to better cognitive abilities. Using a 2 × 2 design, the present intervention study investigated the optimal dosage of variety and frequency of novel skill learning (low vs. high frequency and variety) on cognitive outcomes. Across four conditions, participants learned either one or three new skills (Spanish, music composition, acting, singing, and drawing) for 2 or 6 hours a week for 8 weeks. The intervention had originally been planned for 12 weeks but was canceled after eight due to the onset of COVID restrictions. Older adult participants completed assessments for cognitive control and visual and verbal working memory prior to the intervention, as well as 2 years after the end of the intervention. Latent change score models were used to assess differences in cognitive outcomes across the intervention conditions and over time. We found that skill variety positively impacted visual and verbal working memory. These results suggest that learning a variety of new skills may be beneficial for older adults. Variety in novel skill learning, even for 2 hours a week, could potentially lead to positive cognitive outcomes. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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