Skill-learning variety and frequency on long-term cognitive performance in older adults.
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| Title: | Skill-learning variety and frequency on long-term cognitive performance in older adults. |
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| Authors: | Ferguson, Leah (AUTHOR), Mehrkesh, Arash (AUTHOR), Kürüm, Esra (AUTHOR), Rebok, George W. (AUTHOR), Wu, Rachel (AUTHOR) |
| Source: | Educational Gerontology. Jul2026, Vol. 52 Issue 7, p725-738. 14p. |
| Subjects: | Social media, Cognitive testing, T-test (Statistics), Task performance, Research funding, Learning, Descriptive statistics, Chi-squared test, Experimental design, Ability, Neuropsychological tests, Data analysis software, Cognitive aging, Educational attainment, Training, Old age |
| Abstract: | 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. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | 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. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 03601277 |
| DOI: | 10.1080/03601277.2025.2515562 |
