On the locus of training gains in research on the plasticity of fluid intelligence in old age.

Abstract

Cognitive training research has shown that many older adults have a substantial reserve capacity in fluid intelligence. Little is known, however, about the locus of plasticity. Two studies were conducted to examine whether training gains in fluid abilities are critically dependent on experimenter-guided training and/or whether older adults can achieve similar improvements by themselves on the basis of cognitive skills already available in their repertoire. Several comparisons were made: (a) between test performances after trainer-guided training in ability-specific cognitive skills and after self-guided retest practice (without feedback), (b) between performances under speeded and power conditions of assessment, (c) between performances on easy and difficult items, and (d) between the relative numbers of correct and wrong answers. Results suggest that a large share of the training improvement shown by the elderly can plausibly be explained as the result of the activation and practice of cognitive skills already available in their repertoire. The results also have implications for educational practice, pointing to the appropriateness of strategies of self-directed learning for many elderly adults.

Remembering Numbers in Old Age: Mnemonic Training Versus Self-Generated Strategy Training

“…Yet, the results are in line with findings from fluid intelligence training with older adults (Baltes, Kliegl, et al, 1988;Baltes, Sowarka, et al, 1989;Blackburn, et al, 1988;Hayslip, 1989). Thus, our results support the notion that practicing the same materials as in tutor-guided training, organized in terms of difficulty level and providing feedback regarding the correctness of the responses, may yield similar benefits for self-guided and tutor-guided programs (Willis, 1990).…”

A Framework for Cognitive Interventions Targeting Everyday Memory Performance and Memory Self-efficacy

“…The first model, Concentration and Mnemonic Training, emphasized relaxation training and taught 1 or 2 mnemonic strategies 68-71. The second model, the Adult Development and Enrichment Project (ADEPT), emphasized fluid ability training 67,72-77. The third model, Cognitive Restructuring, emphasized control.…”

Comparing the Efficiency of Eight-Session Versus Four-Session Memory Intervention for Older Adults

“…The first, Concentration and Menmonic training, emphasized relaxation training and taught one or two mnemonic strategies (Yesavage, 1983(Yesavage, , 1984Yesavage, Rose, & Spiegel, 1982;Yesavage & Jacob, 1984). The second, the Adult Development and Enrichment Project (ADEPT), emphasized fluid ability training (Baltes, Kliegel, Dittman-Kohli, 1988;Baltes, Sowarka, & Kliegel, 1989;Dittmann-Kohli, et al, 1991;Willis, Blieszner, & Baltes, 1981;Willis & Schaie, 1986;Willis & Nesselroade, 1990;Willis, Jay, Diehl, & Marsiske, 1992). The third, Cognitive Restructuring, emphasized "control," individuals can exercise over their memory (Lachman, et al, 1987;Lachman et al, 1992).…”