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Design of older adult transportation training programs
Published in Carryl L. Baldwin, Bridget A. Lewis, Pamela M. Greenwood, Designing Transportation Systems for Older Adults, 2019
Carryl L. Baldwin, Bridget A. Lewis, Pamela M. Greenwood
Considerably more research is needed to determine the extent to which physical and cognitive abilities can be retained or regained by educational programs. In general, programs aimed at improving the physical fitness and cognitive fitness of older adults can do little harm and have the potential to improve overall health as well as physical and cognitive abilities. Knowledge-based programs to teach or reteach rules of the road, hazard perception, intersection scan patterns, and better-calibrated self-assessment of driving ability show promise for improving the safety and mobility of older adults. But unfortunately, when put to the test of scientific rigor, working memory training may not offer a magic bullet to offset age-related changes. In contrast, cognitive training that focuses on rapid suppression of distractors and enhancement of targets appears to transfer to untrained tasks, including driving. Specifically, “speed of processing” training, certain forms of working memory training that require distraction suppression, and multitasking training that requires speeded distraction suppression can be good models for cognitive training to enhance driving. As reviewed previously, speed of processing training has been shown to improve driving.
A network meta-analysis comparing the effects of exercise and cognitive training on executive function in young and middle-aged adults
Published in European Journal of Sport Science, 2023
Sebastian Ludyga, Steffen Held, Ludwig Rappelt, Lars Donath, Stefanie Klatt
In comparison to exercise, cognitive training places demands more directly on the targeted cognitive function, but this does not necessarily lead to superior effectiveness. Training with tasks that demand a single executive function component led to small improvements within the same set of tasks, e.g. working memory training produces gains in the family of N-Back tasks. In contrast, targeting multiple components, e.g. inhibitory control and working memory, reduced the effectiveness of cognitive training. Among its subtypes, a near transfer was detected for working memory training only, because it also elicited beneficial effects for inhibitory control. This may be due to the observation that strategies generated by repeated practice of the same or a very similar task mediate the benefits of working memory training (Fellman et al., 2020; Forsberg, Fellman, Laine, Johnson, & Logie, 2006). Similar improvements can be expected for related cognitive tasks, where the reliance on such strategies is advantageous, too. When working memory training is enriched with exercise, it seems to cancel the positive effects on inhibitory control, but increase the effectiveness on working memory. However, this finding was informed by two studies with large differences in effect size. Less pronounced improvements in executive function were reported following an intervention that separated working memory training and exercise (Ward et al., 2017). In contrast, the enrichment of working memory training by antecedent exercise led to a high effectiveness of the multimodal programme (Wang et al., 2019). The transient benefits of a single exercise session for executive function are well-documented (Ludyga, Gerber, Brand, Holsboer-Trachsler, & Pühse, 2016) and may have further enhanced the learning effect during the subsequent practice of the working memory task. Consequently, this is the first indication that potential additive effects of combined exercise and cognitive training depend on the applied paradigm.