Affiliations: [a] Pontifical Catholic University of Rio Grande do Sul, Post-graduation Program in Psychology, Human Cognition, Porto Alegre, Brazil | [b] Federal University of Rio de Janeiro, Radiology Department, Rio de Janeiro, Brazil | [c] University of Montreal, Montreal University Geriatric Institute, Montreal, QC, Canada | [d] Pontifical Catholic University of Rio Grande do Sul, Post-graduation Program in Language, Porto Alegre, Brazil
Correspondence:
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Address for correspondence: Rochele Paz Fonseca, Pontifical Catholic University of Rio Grande do Sul, Post-graduation Program in Psychology, Human Cognition. Av. Ipiranga 6681, Prédio 11-9 andar, sala 932, CEP: 90619-900, Porto Alegre, Brazil. Tel./Fax: +55 51 3320-3500; ext. 7742; E-mail: [email protected]
Abstract: Background:Neuropsychological interventions have been mainly applied with clinical populations, in spite of the need of preventing negative changes across life span. Among the few studies of cognitive stimulation in elderly, surprisingly there is no enough research comparing direct and indirect active stimulation programs. Objective:This study aims to verify wheter there are differences between two cognitive interventions approaches in older adults: a structured Working Memory (WM) Training Program versus a Poetry-based Stimulation Program. Methods:Fourteen older adults were randomly assigned to participate into one of the two intervention groups. The assessed neurocognitive components were attention, episodic and working memory, communicative and executive functions. WM Training activities were based on Baddeley's model; Poetry-based Stimulation Program was composed by general language activities. Data were analyzed with one-way ANCOVA with Delta scores and pre and post-training tests raw scores. Results:WM group improved performance on WM, inhibition, and cognitive flexibility measures, while Poetry group improved on verbal fluency and narrative discourse tasks. Discussion:Both approaches presented benefits; however WM Training improved its target function with transfer effects to executive functions, being useful for future studies with a variety of dementias. Poetry-based Stimulation also improved complex linguistic abilities. Both approaches may be helpful as strategies to prevent dysfunctional aging changes.
Keywords: Cognitive training, older adults, transfer, working memory
