The effectiveness of real-life cognitive and physical interventions on cognitive functioning in healthy older adults: A systematic review of the effects of education and training duration

IF 3.8 2区心理学 Q1 PSYCHOLOGY, APPLIED

Applied psychology. Health and well-being Pub Date : 2025-01-16 DOI:10.1111/aphw.12651

Samira Vafa, Arjun Thanaraju, Jee Kei Chan, Hanis Atasha Harris, Xiou Wen Chan, Khushi Todi, Annette Shamala Arokiaraj, Yook Chin Chia, Michael Jenkins, Aleya A. Marzuki

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Abstract

Physical and cognitive interventions are deemed the primary methods of improving cognitive functioning in healthy older adults. However, the effectiveness of these interventions is still debated. This systematic review, synthesised findings from the literature on four different types of interventions: physical activities, cognitive training, cognitive stimulation and a combined intervention. We searched six databases for each intervention category. Findings demonstrated that 65% of the studies across all intervention groups reported improvement in the experimental group following the intervention. Furthermore, memory, executive and global cognitive functions were the most reported improvements post-intervention. Additionally, participants with higher education benefited more from cognitive training (an intervention that targets a specific cognitive domain), while those with lower education gained more following cognitive stimulation (an intervention that targets general domains). Lastly, in sub-types of physical activity, cognitive stimulation and combined category, longer durations (more than 20 sessions) were associated with significant cognitive improvements. Conversely, in cognitive training, having less than 20 sessions led to significant results. Findings indicated an interaction of education and intervention duration with significant outcomes post-intervention. In conclusion, this review demonstrated the importance of intervention type, duration and education in understanding cognitive improvement post-intervention.

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现实生活中认知和身体干预对健康老年人认知功能的影响：教育和训练时间影响的系统回顾

身体和认知干预被认为是改善健康老年人认知功能的主要方法。然而，这些干预措施的有效性仍存在争议。这篇系统综述综合了四种不同类型干预措施的文献发现：体育活动、认知训练、认知刺激和综合干预。我们为每个干预类别检索了6个数据库。研究结果表明，在所有干预组中，65%的研究报告实验组在干预后有所改善。此外，记忆、执行和整体认知功能是干预后改善最多的。此外，受教育程度较高的参与者从认知训练（一种针对特定认知领域的干预）中获益更多，而受教育程度较低的参与者在认知刺激（一种针对一般领域的干预）中获益更多。最后，在身体活动的子类型、认知刺激和综合类别中，持续时间较长（超过20次）与显著的认知改善相关。相反，在认知训练中，少于20次的训练效果显著。研究结果表明，教育程度和干预时间的相互作用与干预后的显著结果有关。总之，本综述表明干预类型、持续时间和教育对理解干预后认知改善的重要性。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Applied psychology. Health and well-being PSYCHOLOGY, APPLIED-

CiteScore

12.10

自引率

2.90%

发文量

期刊介绍： Applied Psychology: Health and Well-Being is a triannual peer-reviewed academic journal published by Wiley-Blackwell on behalf of the International Association of Applied Psychology. It was established in 2009 and covers applied psychology topics such as clinical psychology, counseling, cross-cultural psychology, and environmental psychology.