Design your own memory strategies! Self-generated strategy training versus mnemonic training in old age: An 8-month follow-up

The Relative Contribution of Executive Functions and Aging on Attentional Control During Road Crossing

As we age, many physical, perceptual and cognitive abilities decline, which can critically impact our day-to-day lives. However, the decline of many abilities is concurrent; thus, it is challenging to disentangle the relative contributions of different abilities in the performance deterioration in realistic tasks, such as road crossing, with age. Research into road crossing has shown that aging and a decline in executive functioning (EFs) is associated with altered information sampling and less safe crossing decisions compared to younger adults. However, in these studies declines in age and EFs were confounded. Therefore, it is impossible to disentangle whether age-related declines in EFs impact on visual sampling and road-crossing performance, or whether visual exploration, and road-crossing performance, are impacted by aging independently of a decline in EFs. In this study, we recruited older adults with maintained EFs to isolate the impacts of aging independently of a decline EFs on road crossing abilities. We recorded eye movements of younger adults and older adults while they watched videos of road traffic and were asked to decide when they could cross the road. Overall, our results show that older adults with maintained EFs sample visual information and make similar road crossing decisions to younger adults. Our findings also reveal that both environmental constraints and EF abilities interact with aging to influence how the road-crossing task is performed. Our findings suggest that older pedestrians' safety, and independence in day-to-day life, can be improved through a limitation of scene complexity and a preservation of EF abilities.

Initial Evidence for the Efficacy of an Everyday Memory and Metacognitive Intervention

BACKGROUND AND OBJECTIVES

The objective of this paper is to demonstrate the efficacy of an Everyday Memory and Metacognitive Intervention (EMMI) designed to improve everyday functioning of older adults. The EMMI emphasizes self-regulation as a behavioral approach to take priority over habitual behaviors that often impede everyday functioning.

RESEARCH DESIGN AND METHODS

This study used a quasi-experimental design (intervention vs waitlist control) to test whether the EMMI improved several aspects of everyday cognition. Thirty-three EMMI participants (M age = 70.24) were compared to 20 control participants (M age = 71.70 years). The 2 groups were compared on everyday memory failures and successes, measures of well-being, subjective memory, and a prospective memory task.

RESULTS

Participants who received the EMMI reported more memory successes and fewer memory failures over a 10-day measurement period postintervention. In addition, EMMI participants reported significantly higher life satisfaction and better subjective memory at posttest than the control group. Critically, the EMMI participants performed better on a laboratory contact prospective memory task.

DISCUSSION AND IMPLICATIONS

The results from this study suggest that the EMMI is a promising approach that has potential to improve everyday memory functioning and perhaps help extend functional independence. Future studies will include randomized controlled trials as well as electronic measurement of memory incidents.

Investigating associations between personality and the efficacy of interventions for cognitive ageing: A systematic review

The personal and societal impact of age-related cognitive decline supports the development of effective interventions. While some strategies, such as cognitive training, exercise or socio-intellectual engagement, appear beneficial, few studies have examined the association between personality and intervention efficacy. A systematic review was therefore conducted to summarise and synthesise the literature regarding the influence of personality traits on the effectiveness of non-pharmacological interventions for cognitive ageing. A systematic search of PubMed, PsycINFO and Web of Science was carried out. Of the 2100 papers identified by the search strategy, 10 studies were retained that met the relevant criteria (e.g., intervention studies with one or more cognitive outcomes and a measure of personality). Of these, two studies reported that higher levels of Openness to Experience were associated with greater improvement in memory performance after cognitive training interventions. Another found a positive association between Openness and improvement in divergent thinking following a novel group-based problem solving programme. One social intervention study reported positive moderating effects of Conscientiousness and Agreeableness, and mixed effects of Extraversion. Mixed evidence was also found regarding Need for Cognition, with one study reporting a positive association with memory improvement and another reporting less improvement in divergent thinking. Others found no evidence of personality influencing intervention outcomes. Due to the relatively small and heterogeneous sample of studies identified, any conclusions should currently be considered preliminary. These findings highlight the need for further research exploring the role of personality in intervention efficacy, so that interventions might be better tailored to individuals.

Sex, Age, and Handedness Modulate the Neural Correlates of Active Learning

BACKGROUND

Self-generation of material compared to passive learning results in mproved memory performance; this may be related to recruitment of a fronto-temporal encoding network. Using a verbal paired-associate learning fMRI task, we examined the effects of sex, age, and handedness on the neural correlates of self-generation.

METHODS

Data from 174 healthy English-speaking participants (78M, 56 atypically handed; ages 19-76) were preprocessed using AFNI and FSL. Independent component analysis was conducted using GIFT (Group ICA fMRI Toolbox). Forty-one independent components were temporally sorted by task time series. Retaining correlations (r > 0.25) resulted in three task-positive ("generate") and three task-negative ("read") components. Using participants' back-projected components, we evaluated the effects of sex, handedness, and aging on activation lateralization and localization in task-relevant networks with two-sample t-tests. Further, we examined the linear relationship between sex and neuroimaging data with multiple regression, covarying for scanner, age, and handedness.

RESULTS

Task-positive components identified using ICA revealed a fronto-parietal network involved with self-generation, while task-negative components reflecting passive reading showed temporo-occipital involvement. Compared to older adults, younger adults exhibited greater task-positive involvement of the left inferior frontal gyrus and insula, whereas older adults exhibited reduced prefrontal lateralization. Greater involvement of the left angular gyrus in task-positive encoding networks among right-handed individuals suggests the reliance on left dominant semantic processing areas may be modulated by handedness. Sex effects on task-related encoding networks while controlling for age and handedness suggest increased right hemisphere recruitment among males compared to females, specifically in the paracentral lobe during self-generation and the suparmarginal gyrus during passive reading.

IMPLICATIONS

Identified neuroimaging differences suggest that sex, age, and handedness are factors in the differential recruitment of encoding network regions for both passive and active learning.

Using Self-Generated Cues to Facilitate Recall: A Narrative Review

We draw upon the Associative Network model of memory, as well as the principles of encoding-retrieval specificity, and cue distinctiveness, to argue that self-generated cue mnemonics offer an intuitive means of facilitating reliable recall of personally experienced events. The use of a self-generated cue mnemonic allows for the spreading activation nature of memory, whilst also presenting an opportunity to capitalize upon cue distinctiveness. Here, we present the theoretical rationale behind the use of this technique, and highlight the distinction between a self-generated cue and a self-referent cue in autobiographical memory research. We contrast this mnemonic with a similar retrieval technique, Mental Reinstatement of Context, which is recognized as the most effective mnemonic component of the Cognitive Interview. Mental Reinstatement of Context is based upon the principle of encoding-retrieval specificity, whereby the overlap between encoded information and retrieval cue predicts the likelihood of accurate recall. However, it does not incorporate the potential additional benefit of self-generated retrieval cues.

You can go your own way: effectiveness of participant-driven versus experimenter-driven processing strategies in memory training and transfer

Cognitive training programs that instruct specific strategies frequently show limited transfer. Open-ended approaches can achieve greater transfer, but may fail to benefit many older adults due to age deficits in self-initiated processing. We examined whether a compromise that encourages effort at encoding without an experimenter-prescribed strategy might yield better results. Older adults completed memory training under conditions that either (1) mandated a specific strategy to increase deep, associative encoding, (2) attempted to suppress such encoding by mandating rote rehearsal, or (3) encouraged time and effort toward encoding but allowed for strategy choice. The experimenter-enforced associative encoding strategy succeeded in creating integrated representations of studied items, but training-task progress was related to pre-existing ability. Independent of condition assignment, self-reported deep encoding was associated with positive training and transfer effects, suggesting that the most beneficial outcomes occur when environmental support guiding effort is provided but participants generate their own strategies.

A comparison of self-generated versus taught internal strategies for working memory

BACKGROUND

Internal strategies are effective for improving working memory. These internal working memory strategies can be taught or self-generated.

OBJECTIVE

This study compares working memory performance using taught versus self-generated internal working memory strategies and explores the quantity, type and carry-over of the use of these strategies.

METHODS

An experimental cohort design with randomly assigned groups compared the performances among 120 participants on 5 memory tests given prior, immediately following and at 1 month post intervention.

RESULTS

There were no significant differences in the number or type of internal memory strategies used by the groups with chunking, repetition and association used most commonly. The group that self-generated strategies performed significantly better on a contextual memory test and the group that was taught strategies performed better on a face/name recall test for which a specific strategy was taught. The group that was taught strategies performed significantly worse on contextual memory tests from pre-test to follow-up.

CONCLUSIONS

Participants who generated their own strategies or used a specific strategy for a specific task did as well as participants who were taught myriad internal WM strategies. Teaching too many strategies may overwhelm participants or may distract them from using the context that is available in such tasks.

Personalizing behavioral interventions: the case of late-life depression

This article reviews the potential utility of behavioral interventions in personalized depression treatment. The paper begins with a definition of personalized treatment, moves to current thinking regarding the various causes of depression, and proposes how those causes can be used to inform the selection of behavioral interventions. Two examples from the late-life depression field will illustrate how a team of researchers at Cornell University (NY, USA) and University of California, San Francisco (CA, USA) created a research partnership to select and study behavioral interventions for older adults with risk factors associated with poor response to selective serotonin reuptake inhibitor medications. The paper ends with a discussion of how the process used by the Cornell University-University of California, San Francisco team can be applied to the selection and development of behavioral interventions for other psychiatric disorders.

Cognitive strategy use and measured numeric ability in immediate- and long-term recall of everyday numeric information

The goals of this study were to assess the primary effects of the use of cognitive strategy and a combined measure of numeric ability on recall of every-day numeric information (i.e. prices). Additionally, numeric ability was assessed as a moderator in the relationship between strategy use and memory for prices. One hundred participants memorized twelve prices that varied from 1 to 6 digits; they recalled these immediately and after 7 days. The use of strategies, assessed through self-report, was associated with better overall recall, but not forgetting. Numeric ability was not associated with either better overall recall or forgetting. A small moderating interaction was found, in which higher levels of numeric ability enhanced the beneficial effects of strategy use on overall recall. Exploratory analyses found two further small moderating interactions: simple strategy use enhanced overall recall at higher levels of numeric ability, compared to complex strategy use; and complex strategy use was associated with lower levels of forgetting, but only at higher levels of numeric ability, compared to the simple strategy use. These results provide support for an objective measure of numeric ability, as well as adding to the literature on memory and the benefits of cognitive strategy use.

The memory fitness program: cognitive effects of a healthy aging intervention

CONTEXT

Age-related memory decline affects a large proportion of older adults. Cognitive training, physical exercise, and other lifestyle habits may help to minimize self-perception of memory loss and a decline in objective memory performance.

OBJECTIVE

The purpose of this study was to determine whether a 6-week educational program on memory training, physical activity, stress reduction, and healthy diet led to improved memory performance in older adults.

DESIGN

A convenience sample of 115 participants (mean age: 80.9 [SD: 6.0 years]) was recruited from two continuing care retirement communities. The intervention consisted of 60-minute classes held twice weekly with 15-20 participants per class. Testing of both objective and subjective cognitive performance occurred at baseline, preintervention, and postintervention. Objective cognitive measures evaluated changes in five domains: immediate verbal memory, delayed verbal memory, retention of verbal information, memory recognition, and verbal fluency. A standardized metamemory instrument assessed four domains of memory self-awareness: frequency and severity of forgetting, retrospective functioning, and mnemonics use.

RESULTS

The intervention program resulted in significant improvements on objective measures of memory, including recognition of word pairs (t([114]) = 3.62, p <0.001) and retention of verbal information from list learning (t([114]) = 2.98, p <0.01). No improvement was found for verbal fluency. Regarding subjective memory measures, the retrospective functioning score increased significantly following the intervention (t([114]) = 4.54, p <0.0001), indicating perception of a better memory.

CONCLUSIONS

These findings indicate that a 6-week healthy lifestyle program can improve both encoding and recalling of new verbal information, as well as self-perception of memory ability in older adults residing in continuing care retirement communities.

Age differences in the effects of experimenter-instructed versus self-generated strategy use

Background/Study Context: Interactive imagery is superior to rote repetition as an encoding strategy for paired associate (PA) recall. Younger and older individuals often rate these strategies as equally effective before they gain experience using each strategy. The present study investigated how experimenter-supervised and participant-chosen strategy experience affected younger and older adults' knowledge about the effectiveness of these two strategies.

METHODS

Ninety-nine younger (M = 19.0 years, SD = 1.4) and 90 older adults (M = 70.4 years, SD = 5.2) participated in the experiment. In learning a first PA list participants were either instructed to use imagery or repetition to study specific items (supervised) or could choose their own strategies (unsupervised). All participants were unsupervised on a second PA list to evaluate whether strategy experience affected strategy knowledge, strategy use, and PA recall.

RESULTS

Both instruction groups learned about the superiority of imagery use through task experience, downgrading repetition ratings and upgrading imagery ratings on the second list. However, older adults showed less knowledge updating than did younger adults. Previously supervised younger adults increased their imagery use, improving PA recall; older adults maintained a higher level of repetition use.

CONCLUSION

Older adults update knowledge of the differential effectiveness of the rote and imagery strategies, but to a lesser degree than younger adults. Older adults manifest an inertial tendency to continue using the repetition strategy even though they have learned that it is inferior to interactive imagery.

The influence of a cognitive stimulation program on the quality of life perception among the elderly

There is an undeniable concern among the elderly about the mental changes they experience as they grow older. In general, the elderly tend to regard mental deterioration as a pathological condition, however these changes should be considered inherent in the aging process and in the last few years cognitive stimulation programs have been developed in order to address these concerns among the elderly. The purpose of this study is to analyze the influence of a cognitive training program on 53 subjects with age-related memory loss. The results of cognitive performance have been compared with a control group consisting of 51 subjects with no cognitive training. Moreover, this research analyses the relationship between cognitive changes and the variation in the perceived quality of life of the elderly people in both groups. The results show significant changes in the test group, demonstrating improved cognitive performance and quality of life perception.

Cognition-based interventions for healthy older people and people with mild cognitive impairment

BACKGROUND

Evidence from some, but not all non-randomised studies suggest the possibility that cognitive training may influence cognitive functioning in older people. Due to the differences among cognitive training interventions reported in the literature, giving a general overview of the current literature remains difficult.

OBJECTIVES

To systematically review the literature and summarize the effect of cognitive training interventions on various domains of cognitive function (ie memory, executive function, attention and speed) in healthy older people and in people with mild cognitive impairment.

SEARCH STRATEGY

The CDCIG Specialized Register was searched on 30 September 2007 for all years up to December 2005. The Cochrane Library, MEDLINE, EMBASE, PsycINFO and CINAHL were searched separately on 30 September 2007 to find trials with healthy people. These results were supplemented by searches from January 1970 to September 2007 in PsychInfo/Psyndex, ISI Web of Knowledge and PubMed.

SELECTION CRITERIA

RCTs of interventions evaluating the effectiveness of cognitive training for healthy older people and people with mild cognitive impairment from 1970 to 2007 that met inclusion criteria were selected.

DATA COLLECTION AND ANALYSIS

Authors independently extracted data and assessed trial quality. Meta-analysis was performed when appropriate.

MAIN RESULTS

Only data on memory training could be pooled for analysis. Within this domain, training interventions were grouped according to several outcome variables. Results showed that for healthy older adults, immediate and delayed verbal recall improved significantly through training compared to a no-treatment control condition. We did not find any specific memory training effects though as the improvements observed did not exceed the improvement in the active control condition. For individuals with mild cognitive impairment, our analyses demonstrate the same pattern. Thus, there is currently little evidence on the effectiveness and specificity of memory interventions for healthy older adults and individuals with mild cognitive impairment.

AUTHORS' CONCLUSIONS

There is evidence that cognitive interventions do lead to performance gains but none of the effects observed could be attributable specifically to cognitive training, as the improvements observed did not exceed the improvement in active control conditions. This does not mean that longer, more intense or different interventions might not be effective, but that those which have been reported thus far have only limited effect. We therefore suggest more standardized study protocols in order to maximize comparability of studies and to maximize the possibility of data pooling - also in other cognitive domains than memory.

The generation effect in patients with mild cognitive impairment

The generation effect (GE) has been proven as an effective technique to improve learning and memory in healthy and clinical populations. However, it has not been found with meaningless materials such as pseudowords. Several hypotheses postulate the participation of semantic memory in the information-generating process. There is indeed a clear decrease in the effect in patients with serious semantic memory disorders, such as Alzheimer's disease (AD) but, if this is correct, other patients whose memory disorders are not so serious, such as mild cognitive impairment (MCI), should show GE to some extent. To test this hypothesis, we examined 54 participants (18 healthy adults, 18 patients with AD, and 18 with MCI) in a task involving reading and completion of phrases. Results show a decreased (although obvious) GE in patients with MCI. Likewise, results indicate that greater semantic damage will lead to poorer performance with less familiar stimuli or low-frequency words.

Cognitive exercise and its role in cognitive function in older adults

Converging lines of research indicate that complex mental activity is associated with reduced dementia risk. Thus, intense interest exists in whether different forms of cognitive exercise can help protect against cognitive decline and dementia. However, there is considerable confusion in terminology that is hindering progress in the field. We therefore introduce a concrete definition of cognitive training (CT) and make this the focus of our article. Clinical research that has evaluated CT in normal aging, mild cognitive impairment, and dementia is then critically reviewed. Despite many methodological shortcomings, the overall findings indicate that multidomain CT has the potential to improve cognitive function in healthy older adults and slow decline in affected individuals. Finally, practical issues, including the strengths and weaknesses of commercial products, are explored, and recommendations for further research and clinical implementation are made.

The emergence of cognitive hearing science

Cognitive Hearing Science or Auditory Cognitive Science is an emerging field of interdisciplinary research concerning the interactions between hearing and cognition. It follows a trend over the last half century for interdisciplinary fields to develop, beginning with Neuroscience, then Cognitive Science, then Cognitive Neuroscience, and then Cognitive Vision Science. A common theme is that an interdisciplinary approach is necessary to understand complex human behaviors, to develop technologies incorporating knowledge of these behaviors, and to find solutions for individuals with impairments that undermine typical behaviors. Accordingly, researchers in traditional academic disciplines, such as Psychology, Physiology, Linguistics, Philosophy, Anthropology, and Sociology benefit from collaborations with each other, and with researchers in Computer Science and Engineering working on the design of technologies, and with health professionals working with individuals who have impairments. The factors that triggered the emergence of Cognitive Hearing Science include the maturation of the component disciplines of Hearing Science and Cognitive Science, new opportunities to use complex digital signal-processing to design technologies suited to performance in challenging everyday environments, and increasing social imperatives to help people whose communication problems span hearing and cognition. Cognitive Hearing Science is illustrated in research on three general topics: (1) language processing in challenging listening conditions; (2) use of auditory communication technologies or the visual modality to boost performance; (3) changes in performance with development, aging, and rehabilitative training. Future directions for modeling and the translation of research into practice are suggested.

A cognitive training program based on principles of brain plasticity: results from the Improvement in Memory with Plasticity-based Adaptive Cognitive Training (IMPACT) study

OBJECTIVES

To investigate the efficacy of a novel brain plasticity-based computerized cognitive training program in older adults and to evaluate the effect on untrained measures of memory and attention and participant-reported outcomes.

DESIGN

Multisite randomized controlled double-blind trial with two treatment groups.

SETTING

Communities in northern and southern California and Minnesota.

PARTICIPANTS

Community-dwelling adults aged 65 and older (N=487) without a diagnosis of clinically significant cognitive impairment.

INTERVENTION

Participants were randomized to receive a broadly-available brain plasticity-based computerized cognitive training program (intervention) or a novelty- and intensity-matched general cognitive stimulation program modeling treatment as usual (active control). Duration of training was 1 hour per day, 5 days per week, for 8 weeks, for a total of 40 hours.

MEASUREMENTS

The primary outcome was a composite score calculated from six subtests of the Repeatable Battery for the Assessment of Neuropsychological Status that use the auditory modality (RBANS Auditory Memory/Attention). Secondary measures were derived from performance on the experimental program, standardized neuropsychological assessments of memory and attention, and participant-reported outcomes.

RESULTS

RBANS Auditory Memory/Attention improvement was significantly greater (P=.02) in the experimental group (3.9 points, 95% confidence interval (CI)=2.7-5.1) than in the control group (1.8 points, 95% CI=0.6-3.0). Multiple secondary measures of memory and attention showed significantly greater improvements in the experimental group (word list total score, word list delayed recall, digits backwards, letter-number sequencing; P<.05), as did the participant-reported outcome measure (P=.001). No advantage for the experimental group was seen in narrative memory.

CONCLUSION

The experimental program improved generalized measures of memory and attention more than an active control program.

Can cognitive exercise prevent the onset of dementia? Systematic review of randomized clinical trials with longitudinal follow-up

OBJECTIVES

Epidemiological and preclinical studies suggest that mental activity levels may alter dementia risk. Clinical trials are now beginning to address the key issues of persistence of effect over extended follow-up and transfer of effect to nontrained domains. The aim of this report was to therefore systematically review results from clinical trials, which have examined the effect of cognitive exercise on longitudinal cognitive performance in healthy elderly individuals.

METHODS

MEDLINE, PubMed, and key references were used to generate an initial list of relevant studies (N = 54). These were reviewed to identify randomized controlled trials, which tested the effect of a discrete cognitive exercise training regime on longitudinal (>3 months) posttraining neuropsychological performance in healthy older adults. Seven RCTs met entry criteria. Prechange and postchange scores were integrated using a random effects weighted mean difference (WMD) meta-analytic approach (Review Manager Version 4.2).

RESULTS

A strong effect size was observed for cognitive exercise interventions compared with wait-and-see control conditions (WMD = 1.07, CI: 0.32-1.83, z = 2.78, N = 7, p = 0.006, N = 3,194). RCTs with follow-up greater than 2 years did not appear to produce lower effect size estimates than those with less extended follow-up. Quality of reporting of trials was in general low.

CONCLUSION

Cognitive exercise training in healthy older individuals produces strong and persistent protective effects on longitudinal neuropsychological performance. Transfer of these effects to dementia-relevant domains such as general cognition and daily functioning has also been reported in some studies. Importantly, cognitive exercise has yet to be shown to prevent incident dementia in an appropriately designed trial and this is now an international priority.

Far transfer in cognitive training of older adults

PURPOSE

This article reviews the literature on far transfer effects in training of older adults.

METHODS

Adapting a taxonomy of transfer developed by Barnett and Ceci (2002), to rehabilitation or enhancement of existing cognitive skills; results of studies assessing transfer effects from training of memory, reasoning, UFOV, dual task performance, and complex training are classified.

RESULTS

Comparisons of the transfer outcomes of both strategy training and extended practice approaches suggest that far transfer has been observed.

CONCLUSIONS

Outcomes for strategy studies training memory have had less success than extended practice studies in obtaining far transfer. Reasons for this are discussed, as are suggestions for improved assessment of transfer outcomes.

Targeting latent function: encouraging effective encoding for successful memory training and transfer

Cognitive training programs for older adults often result in improvements at the group level. However, there are typically large age and individual differences in the size of training benefits. These differences may be related to the degree to which participants implement the processes targeted by the training program. To test this possibility, we tested older adults in a memory-training procedure either under specific strategy instructions designed to encourage semantic, integrative encoding, or in a condition that encouraged time and attention to encoding but allowed participants to choose their own strategy. Both conditions improved the performance of old-old adults relative to an earlier study (D. Bissig & C. Lustig, 2007) and reduced self-reports of everyday memory errors. Performance in the strategy-instruction group was related to preexisting ability; performance in the strategy?choice group was not. The strategy-choice group performed better on a laboratory transfer test of recognition memory, and training performance was correlated with reduced everyday memory errors. Training programs that target participants' latent but inefficiently used abilities while allowing flexibility in bringing those abilities to bear may best promote effective training and transfer.

Ventrolateral prefrontal cortex and self-initiated semantic elaboration during memory retrieval

Left ventrolateral prefrontal cortex (LVPFC) is often implicated in neuroimaging studies of context memory retrieval. This activation has been argued to reflect proactive semantic processing that facilitates recollection of past events, or instead to reflect a reactive response to experienced episodic interference. We investigated these characterizations in an fMRI study that manipulated the relative distinctiveness of encoding across subsequent targets and lures by varying encoding task manipulations. Critically, during later testing, retrieval queries and prior target processing where held constant across the distinctive and non-distinctive testing conditions, and therefore any differences in cortical activity would be linked to subject-initiated retrieval strategies. We found that LVPFC activity was specific to context retrieval under distinctive conditions even though this condition demonstrated the least interference. The results suggest that this region is critical for self-initiated semantic elaboration during retrieval, and this conclusion was bolstered by finding that LVPFC activity predicted individual differences in context memory discrimination. In line with Tulving's Encoding Specificity Principle, we suggest that subjects actively construct semantic retrieval cues, reflected in increased VLPFC activation, in an attempt to isolate the distinctive semantic features of hypothetical experiences when possible. If successful, this improves the match between retrieval cue and engram and facilitates performance.

Brain reserve and the prevention of dementia

PURPOSE OF REVIEW

To evaluate and synthesize recent evidence linking mental activity and dementia risk, which commonly invokes 'brain reserve' as the mediating construct.

RECENT FINDINGS

Brain reserve has acquired several interpretations; however, the most reliable and practical definition focuses at the behavioural level by assessing frequency and range of participation in complex mental activities. Epidemiological research suggests a clear and consistent link of high brain reserve with reduced dementia risk. Furthermore, emerging clinical trials of cognitive exercise suggest that it may be effective for the prevention of longitudinal cognitive and functional decline. Recent animal studies implicate several mechanisms, including disease-dependent and disease-independent compensatory pathways.

SUMMARY

Given the precipitous forecasts for dementia over the coming decades, effective preventive strategies are of utmost importance. Findings from brain reserve studies now meet many of the formal criteria for causal agency between complex mental activity and reduced dementia risk. Key clinical trials are therefore under way to test these claims and results are keenly awaited.

Long-term effects of memory training in the elderly: a longitudinal study

The effects of different types of memory training in young and older adults reported in a previous study [Cavallini, E., Pagnin, A., Vecchi, T., 2003. Aging and everyday memory: the beneficial effect of memory training. Arch. Gerontol. Geriatr. 37, 241-257] were again investigated from a longitudinal perspective 2 years after the original memory training sessions. The authors retested the original participants to measure the long-term effectiveness of two mnemonic strategies: the loci technique and strategic training. Three groups of participants (13 adults, M=24.1, 13 younger elderly, M=64.2 and 13 older elderly, M=74.4) were tested using a battery of seven tasks and four questionnaires, to evaluate memory performance and metamemory variables. The three age groups and the two trainings showed similar results on memory performance. Long-term effects were found only on two memory tasks, both were highly related to everyday life showing that, without additional practice, memory performance tended to go back to the original level. Moreover, the beneficial effects of the previous training sessions were particularly evident for older adults in metamemory knowledge and for strategic training in memory complaints. Results partially support the durability of memory training in improving memory performance.

Protocol for Fit Bodies, Fine Minds: a randomized controlled trial on the affect of exercise and cognitive training on cognitive functioning in older adults

Background

Declines in cognitive functioning are a normal part of aging that can affect daily functioning and quality of life. This study will examine the impact of an exercise training program, and a combined exercise and cognitive training program, on the cognitive and physical functioning of older adults.

Methods/Design

Fit Bodies, Fine Minds is a randomized, controlled trial. Community-dwelling adults, aged between 65 and 75 years, are randomly allocated to one of three groups for 16 weeks. The exercise-only group do three 60-minute exercise sessions per week. The exercise and cognitive training group do two 60-minute exercise sessions and one 60-minute cognitive training session per week. A no-training control group is contacted every 4 weeks. Measures of cognitive functioning, physical fitness and psychological well-being are taken at baseline (0 weeks), post-test (16 weeks) and 6-month follop (40 weeks). Qualitative responses to the program are taken at post-test.

Discussion

With an increasingly aged population, interventions to improve the functioning and quality of life of older adults are particularly important. Exercise training, either alone or in combination with cognitive training, may be an effective means of optimizing cognitive functioning in older adults. This study will add to the growing evidence base on the effectiveness of these interventions.

Trial Registration

Australian Clinical Trials Register: ACTRN012607000151437

Training and maintaining memory abilities in healthy older adults: traditional and novel approaches

This article reviews both traditional and novel approaches for training and maintaining memory abilities in older adults. Despite variations in training methods and participant samples, growing evidence suggests that healthy, nondemented elders can improve and maintain their memory skills. However, traditional approaches have not been as successful in demonstrating transfer of training, and there are constraints on widescale dissemination of trainer-led, group-based formats. We discuss novel platforms, including collaborative training, videotapes and audiotapes, and online and CD-ROM-based training. We also consider approaches that combine multiple training modalities and that embed memory enhancement within cognitively stimulating activities of everyday life, such as Experience Corps. These newer approaches may enhance the accessibility, affordability, and applicability of memory training and cognitive stimulation programs.

Enhanced spatial ability in aged dogs following dietary and behavioural enrichment

We examined the benefits of a broad spectrum antioxidant diet and enrichment comprised of physical exercise, environmental stimulants and cognitive testing, on spatial memory performance in beagle dogs. Both aged (N=48) and young (N=16) beagle dogs (Canus familiaris) were tested yearly on a three-component delayed non-match to position spatial task for three consecutive years. The results showed that young enriched animals acquired the task in fewer sessions, made fewer errors, responded slower and made fewer positional responses, compared to aged enriched animals. An analysis restricted to aged animals revealed that antioxidant administration and enrichment resulted in fewer errors, slower responses and decreased positional responses, particularly in Year 3. Finally, cohort differences emerged, which exemplify the significance of early environmental intervention. Aged dogs that were housed with other animals and exposed to an outdoor environment in early development displayed greater benefits from both interventions. These findings indicate that long-term dietary intervention and enrichment can buffer age-associated cognitive decline.