Aging, training, and the brain: A review and future directions

By Cindy Lustig, Priti Shah, Rachael D. Seidler, Patricia A. Reuter-Lorenz. Neuropsychology Review, 2009

654 citations recorded by the source corpus.

As the population ages, the need for effective methods to maintain or even improve older adults’ cognitive performance becomes increasingly pressing. Here we provide a brief review of the major intervention approaches that have been the focus of past research with healthy older adults (strategy training, multi-modal interventions, cardiovascular exercise, and process-based training), and new approaches that incorporate neuroimaging. As outcome measures, neuroimaging data on intervention-related changes in volume, structural integrity; and functional activation can provide important insights into the nature and duration of an intervention’s effects. Perhaps even more intriguingly, several recent studies have used neuroimaging data as a guide to identify core cognitive processes that can be trained in one task with effective transfer to other tasks that share the same underlying processes. Although many open questions remain, this research has greatly increased our understanding of how to promote successful aging of cognition and the brain.

Subfields: Cognitive Neuroscience, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/7ee1833021886dcc33022c31309ce57a94980b6e

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Cognitive Neuroscience

In Experimental and Cognitive Psychology

Citations in the corpus

Learning, attentional control and action video games (2012, background): “More speciﬁcally, we note that rather than attempting to teach individuals an extensive variety of individual skills, it may be more useful to enhance attentional and executive control [10].”
Moving toward a neuroplasticity view of bilingualism, executive control, and aging (2014, background): “…training, of particular interest are investigations demonstrating transfer effects from the trained domain to other aspects of cognition (e.g., Lustig et al., 2009; Noack et al., 2009) and associated underlying neural changes (e.g., Jones et al., 2006; Kelly & Garavan, 2005; Klingberg, 2010).”
Short- and long-term benefits of cognitive training (2011, background): “More generally, prospective studies should focus on (i) what training regimens are most likely to lead to general and long-lasting cognitive improvements (5); (ii) what underlying neural and cognitive mechanisms are responsible for improvements when they are found (43–46); (iii) under what training ”