Retracted and replaced: The Impact of Learning Multiple Real-World Skills on Cognitive Abilities and Functional Independence in Healthy Older Adults

Abstract

Objective The natural learning experience from infancy to emerging adulthood, when considerable cognitive and functional growth is observed, mandates learning multiple real-world skills simultaneously. The present studies investigated whether learning multiple real-world skills simultaneously is possible in older adults and also whether it improves both their cognitive abilities (working memory, episodic memory, and cognitive control) and functional independence. Method Over two studies (15 and 27 participants), older adults learned at least three new skills (e.g., Spanish, drawing, music composition) simultaneously for 3 months. Participants completed cognitive and functional assessments before, during, and after the intervention in both studies. Participants were recruited sequentially for an intervention or no-contact control group in Study 1, and Study 2 included only an intervention group, who also completed assessments 4–6 weeks prior to the start of the intervention (i.e., they served as their own control group). Results Results from both studies show that simultaneously learning multiple skills is feasible and potentially beneficial for healthy older adults. Learning multiple skills simultaneously increased cognitive abilities in older adults by midpoint of the intervention, to levels similar to performance in a separate sample of middle-aged adults, 30 years younger. Discussion Our findings demonstrate the feasibility and potential of conducting a real-world skill-learning intervention involving learning three novel skills with older adults. Our multiskill intervention may provide broad cognitive gains, akin to the benefits experienced earlier in the life span.

Learning as an Important Privilege: A Life Span Perspective with Implications for Successful Aging

“…We argue that the novelty and challenge of the specific leisure activities critically moderates the potential Human Development 2021;65:51-64 DOI: 10.1159/000514554 cognitive benefits (e.g., Leanos et al, 2020;Park et al, 2014;Stine-Morrow, 2007), and variety is likely important as well (e.g., Carlson et al, 2012). For example, some older adults may engage in new learning in their leisure pursuits (e.g., Marzorati, 2016).…”

“…Therefore, low expectations could lead older adults to be on trajectories where they underperform over time because of setting the bar too low. Some interventions have been developed with older adults to mitigate the impact of low expectations (e.g., Leanos et al, 2020;West et al, 2008), although more research is needed to better understand the needs and barriers of older adults in circumstances that yield low expectations, especially with regard to learning new skills and content.…”

“…The benefits of learning new skills and content exist over the life span. Besides increasing knowledge of the content area (e.g., Bereiter & Scardamalia, 1996;Sternberg & Grigorenko, 2003), learning new information and skills in group settings with instructors can increase and strengthen social connections (e.g., Park et al, 2007;Sidelinger & Booth-Butterfield, 2010), increase cognitive per-DOI: 10.1159/000514554 formance (e.g., working memory and cognitive control; Leanos et al, 2020;episodic memory, Park et al, 2014), and enhance self-evaluative beliefs (e.g., self-efficacy, Payne et al, 2012;West et al, 2008). Formal educationwhich often terminates by young adulthood -continues to be likely the best way of increasing overall intelligence (Ritchie & Tucker-Drob, 2018) and is consistently a strong predictor of later cognitive abilities (Kremen et al, 2019; for an exception, see Courtin et al, 2019).…”

“…Cognitive interventions also have been developed with the aim of mitigating cognitive decline over the long term (see Hertzog et al, 2008;Lampit et al, 2014). In particular, cognitive interventions that include learning new skills (e.g., Bugos et al, 2007;Leanos et al, 2020;Park et al, 2014) or volunteering, which may include novel learning (e.g., Carlson et al, 2009), highlight the importance of novel, challenging activities for increasing cognitive abilities in older adults. This work dovetails with other research showing that novelty in experiences -which might represent learning and engagement -relates to more positive mood and a stronger hippocampal-striatal connectivity (Heller et al, 2020).…”

Evaluation of a Novel Technology-Based Program Designed to Assess and Train Everyday Skills in Older Adults

“…For example, Park et al (2014) found that older adults who learned new skills such as quilting or photography also demonstrated increased episodic memory abilities. Leanos et al (2020) found that simultaneously learning multiple novel skills was feasible for older adults and also resulted in improvements in cognitive abilities. Evidence also suggests that engagement in cognitive activities may protect against cognitive decline ( Edwards et al, 2017 ; Fratiglioni et al, 2004 ) and may lead to increases in learning self-efficacy and instill confidence in older adults that they can take on new learning challenges ( Nguyen et al, 2020 ).…”