Cognitive effects of calligraphy therapy for older people: a randomized controlled trial in Hong Kong

Abstract

Background:This pilot study investigated the effects of calligraphy therapy on cognitive function in older Hong Kong Chinese people with mild cognitive impairment.Methods:A single-blind, randomized controlled trial was carried out in a sample of 31 adults aged 65 years or older with mild cognitive impairment. They were randomly assigned to receive either intensive calligraphy training led by a trained research assistant for eight weeks (calligraphy group, n = 14) or no calligraphy treatment (control group, n = 17). Participants’ cognitive function was assessed by the Chinese version of the Mini-Mental State Examination (CMMSE) before and after calligraphy treatment. Repeated measures analysis of variance and paired samples t-tests were used to analyze the data.Results:A significant interaction effect of time and intervention was detected [F (1, 29) = 9.11, P = 0.005, η2 = 0.24]. The calligraphy group was found to have a prominent increase in CMMSE global score, and scores in the cognitive areas of orientation, attention, and calculation after two months (ΔM = 2.36, P < 0.01), whereas their counterparts in the control group experienced a decline in CMMSE score (ΔM = −0.41, P < 0.05).Conclusion:Calligraphy therapy was effective for enhancing cognitive function in older people with mild cognitive impairment and should be incorporated as part of routine programs in both community and residential care settings.

Does Chinese calligraphy therapy reduce neuropsychiatric symptoms: a systematic review and meta-analysis

“…Two studies clearly documented the use of random allocation [12, 13]. The remaining quality criteria were scored based on the narrative of the studies.…”

Non-pharmacological interventions for adults with mild cognitive impairment and early stage dementia: An updated scoping review

“…Most of the reviewed studies (n=22) examined cognitive training interventions, either alone (Barnes et al, 2009 Boripuntakul et al, 2012, Buschert et al, 2011; Buschert et al, 2012; Carretti et al, 2013, Finn & McDonald, 2011; Gaitan et al, 2013; Greenaway et al, 2013; Jean et al, 2010; Jelcic et al, 2012; Kurz et al, 2012; Kwok et al, 2011; Moro et al, 2012; Olchik et al, 2013; Rozzini et al, 2007; Tappen and Hain, 2014; van Paasschen et al, 2013; Zhuang et al, 2013) or in combination with psychotherapeutic interventions (interpersonal therapy, cognitive-behavioral therapy, coping strategies) (Bottino et al 2005; Rapp et al 2002; Troyer et al, 2008; Tsolaki et al, 2011). Cognitive training interventions addressed either remediation (via stimulation or memory training exercises such as attention focusing exercises, mnemonics, or procedural memory cues) (Barnes et al, 2009; Boripuntakul et al, 2012; Buschert et al, 2011; Buschert et al, 2012; Carretti et al, 2013; Finn & McDonald, 2011; Gaitan et al, 2013; Jean et al, 2010; Jelcic et al, 2012; Moro et al, 2012; Olchik et al, 2013; Rozzini et al, 2007; Tappen and Hain, 2014; Troyer et al, 2008; Tsolaki et al, 2011; van Paasschen et al, 2013; Zhuang et al, 2013) or compensation (via external memory aids or adaptive strategies) (Bottino et al, 2005; Greenaway et al, 2013; Jelcic et al, 2012; Kurz et al, 2012; Rapp et al, 2002; Tsolaki et al, 2011).…”

“…Cognitive training interventions addressed either remediation (via stimulation or memory training exercises such as attention focusing exercises, mnemonics, or procedural memory cues) (Barnes et al, 2009; Boripuntakul et al, 2012; Buschert et al, 2011; Buschert et al, 2012; Carretti et al, 2013; Finn & McDonald, 2011; Gaitan et al, 2013; Jean et al, 2010; Jelcic et al, 2012; Moro et al, 2012; Olchik et al, 2013; Rozzini et al, 2007; Tappen and Hain, 2014; Troyer et al, 2008; Tsolaki et al, 2011; van Paasschen et al, 2013; Zhuang et al, 2013) or compensation (via external memory aids or adaptive strategies) (Bottino et al, 2005; Greenaway et al, 2013; Jelcic et al, 2012; Kurz et al, 2012; Rapp et al, 2002; Tsolaki et al, 2011). They were delivered in various formats, including individual sessions (Barnes et al, 2009; Boripuntakul et al, 2012; Carretti et al, 2013; Finn & McDonald, 2011 Greenaway et al, 2013; Jean et al, 2010; Jelcic et al, 2012; Kurz et al, 2012; Kwok et al, 2011; Moro et al, 2012; Rozzini et al, 2007; Tappen and Hain, 2014; van Paasschen et al, 2008; Zhuang et al, 2013) and group sessions (Bottino et al, 2005; Buschert et al, 2011; Buschert et al, 2012; Olchik et al, 2013; Rapp et al, 2002; Troyer et al, 2008; Tsolaki et al, 2011). They also incorporated various methods such as traditional training or cognitive stimulation activities (Boripuntakul et al, 2012; Buschert et al, 2011; Buschert et al, 2012; Carretti et al, 2013; Gaitan et al, 2013; Greenaway et al, 2013; Jean et al, 2010; Jelcic et al, 2012; Kurz et al, 2012; Kwok et al, 2011; Moro et al, 2012; Olchik et al, 2013; Rapp et al, 2002; Tappen and Hain, 2014; Troyer et al, 2008; Tsolaki et al, 2011; van Paasschen et al, 2008) and computer-based cognitive stimulation activities (Barnes et al, 2009…”

Effect of calligraphy training on hyperarousal symptoms for childhood survivors of the 2008 China earthquakes

“…For autistic children, postcalligraphy training resulted in significant improvement in the measures of attention, social behavior, communication, volition, ability to adapt to the environment, and emotional and instinctual responses,41 as well as in a significant reduction in negative and group behaviors and in negative behavior in general and in family gatherings in particular,42,43 thus echoing the findings of similar reports on ADHD children 40. Both studies42,43 have offered evidence on the positive effects of calligraphy training on children with activity, conduct, and attention problems.…”