Maxime Lussier1,2, Philippe Brouillard2,3, Louis Bherer2,4. 1. Department of Psychology, Université du Québec à Montréal, Quebec, Canada. 2. Centre de Recherche de l'Institut Universitaire de Gériatrie de Montréal, Quebec, Canada. 3. Department of Mathematics and Statistics, Université de Montréal, Quebec, Canada. 4. PERFORM Centre and Department of Psychology, Concordia University, Montreal, Quebec, Canada.
Abstract
OBJECTIVES: It has often been reported that cognitive training has limited transfer effects. The present study addresses training context variability as a factor that could increase transfer effects, as well as the manifestation through time of transfer effects. METHOD: Fifty-eight older adults were assigned to an active placebo or two dual-task training conditions, one in which the training context varies between sessions (heterogeneous training) and the other in a fixed training context (homogeneous training). Transfer was assessed with near and far-modality transfer tasks. RESULTS: Results show that heterogeneous and homogeneous training led to larger near-modality transfer effects than an active placebo (computer lessons). Transfer effects were roughly comparable in both training groups, but heterogeneous training led to a steeper improvement of the dual-task coordination learning curve within training sessions. Also, results indicated that dual-task cost did not improve in the active placebo group from the pre- to the post-training sessions. DISCUSSION: Heterogeneous training showed modest advantages over homogeneous training. Results also suggest that transfer effects on dual-task cost induced by training take place early on in the post-training session. These findings provide valuable insights on benefits arising from variability in the training protocol for maximizing transfer effects.
OBJECTIVES: It has often been reported that cognitive training has limited transfer effects. The present study addresses training context variability as a factor that could increase transfer effects, as well as the manifestation through time of transfer effects. METHOD: Fifty-eight older adults were assigned to an active placebo or two dual-task training conditions, one in which the training context varies between sessions (heterogeneous training) and the other in a fixed training context (homogeneous training). Transfer was assessed with near and far-modality transfer tasks. RESULTS: Results show that heterogeneous and homogeneous training led to larger near-modality transfer effects than an active placebo (computer lessons). Transfer effects were roughly comparable in both training groups, but heterogeneous training led to a steeper improvement of the dual-task coordination learning curve within training sessions. Also, results indicated that dual-task cost did not improve in the active placebo group from the pre- to the post-training sessions. DISCUSSION: Heterogeneous training showed modest advantages over homogeneous training. Results also suggest that transfer effects on dual-task cost induced by training take place early on in the post-training session. These findings provide valuable insights on benefits arising from variability in the training protocol for maximizing transfer effects.
Authors: Louis Bherer; Christine Gagnon; Antoine Langeard; Maxime Lussier; Laurence Desjardins-Crépeau; Nicolas Berryman; Laurent Bosquet; Thien Tuong Minh Vu; Sarah Fraser; Karen Z H Li; Arthur F Kramer Journal: J Gerontol B Psychol Sci Soc Sci Date: 2021-09-13 Impact factor: 4.077
Authors: Tudor Vrinceanu; Geneviève Lagacé-Lavoie; Navin Kaushal; Alida Esmail; T T Minh Vu; Nicolas Berryman; Anil Nigam; Louis Bherer Journal: Front Psychol Date: 2020-09-30
Authors: Soledad Ballesteros; Julia Mayas; Antonio Prieto; Eloísa Ruiz-Marquez; Pilar Toril; José M Reales Journal: Front Aging Neurosci Date: 2017-11-01 Impact factor: 5.750