Skill-learning variety and frequency on long-term cognitive performance in older adults
Bibliographic Data
| ID | 21537575 |
|---|---|
| Authors | Leah Ferguson (0000-0001-5638-8217, University of California), Arash Mehrkesh (University of California), Esra Kürüm (0000-0003-1767-1671, University of California), George W Rebok (0000-0002-5371-8767, Johns Hopkins Bloomberg School of Public Health), Rachel Wu (0000-0002-7486-697X, University of California, corresponding author) |
| Year | 2026 |
| Volume | 52 |
| Issue | 7 |
| Pages | 725-738 |
| Publication date | 2026-07-03 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educational Gerontology (JOURNAL) |
| Journal identifiers | ISSN: 0360-1277 • E-ISSN: 1521-0472 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/03601277.2025.2515562 |
| OpenAlex | W4411153052 |
| Language | EN |
| References cited | 40 |
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
Cognition · Cognitive psychology · Developmental psychology · Aging and Gerontology Research · Cognitive Abilities and Testing · Cognitive and developmental aspects of mathematical skills · Computer Science · Medicine · Neuroscience · Psychology · Artificial Intelligence · Gerontology
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| Citation velocity | historical |
|---|---|
| Highly cited | No |