Training versus engagement as paths to cognitive enrichment with aging.
While a training model of cognitive intervention targets the improvement of particular skills through instruction and practice, an engagement model is based on the idea that being embedded in an intellectually and socially complex environment can impact cognition, perhaps even broadly, without explicit instruction. We contrasted these 2 models of cognitive enrichment by randomly assigning healthy older adults to a home-based inductive reasoning training program, a team-based competitive program in creative problem solving, or a wait-list control. As predicted, those in the training condition showed selective improvement in inductive reasoning. Those in the engagement condition, on the other hand, showed selective improvement in divergent thinking, a key ability exercised in creative problem solving. On average, then, both groups appeared to show ability-specific effects. However, moderators of change differed somewhat for those in the engagement and training interventions. Generally, those who started either intervention with a more positive cognitive profile showed more cognitive growth, suggesting that cognitive resources enabled individuals to take advantage of environmental enrichment. Only in the engagement condition did initial levels of openness and social network size moderate intervention effects on cognition, suggesting that comfort with novelty and an ability to manage social resources may be additional factors contributing to the capacity to take advantage of the environmental complexity associated with engagement. Collectively, these findings suggest that training and engagement models may offer alternative routes to cognitive resilience in late life.
Department of Educational Psychology, University of Illinois.
Elizabeth A L
EAL
Stine-Morrow
Department of Educational Psychology, University of Illinois.
Brennan R
0000-0001-6732-6599
BR
Payne
Department of Educational Psychology, University of Illinois.
Brent W
BW
Roberts
Department of Educational Psychology, University of Illinois.
Arthur F
AF
Kramer
Department of Educational Psychology, University of Illinois.
Daniel G
DG
Morrow
Department of Educational Psychology, University of Illinois.
Laura
L
Payne
Department of Psychology, Carleton University.
Patrick L
PL
Hill
Department of Psychology, Washington University.
Joshua J
JJ
Jackson
Psychology of Language Department, Max Planck Institute for Psycholinguistics.
Xuefei
X
Gao
Creative Design Institute, Sungkyunkwan University.
Soo Rim
SR
Noh
Department of Recreation and Leisure Studies, East Carolina University.
Megan C
MC
Janke
Bloomberg School of Public Health, Johns Hopkins University.
Jeanine M
JM
Parisi
D000368:Aged; D000369:Aged, 80 and over; D000375:Aging / Q000523:psychology*; D024803:Biomedical Enhancement / Q000379:methods*; D003071:Cognition / Q000502:physiology*; D003163:Competitive Behavior; D004777:Environment; D005260:Female; D006126:Group Processes; D006802:Human Activities; D006801:Humans; D008128:Logic; D008297:Male; D008875:Middle Aged; D008960:Models, Psychological; D010349:Patient Compliance; D010352:Patient Dropouts; D011340:Problem Solving / Q000502:physiology; D012944:Social Support