Universidade Federal de Minas Gerais, Department of Psychology: 6627 Antonio Carlos avenue, Belo Horizonte, Minas Gerais, 31270-901, Brazil.
University of Virginia, Deparment of Psychology: 485, McCormick Road, Gilmer Hall, Charlottesville, VA 22903, U.S..
Arch Gerontol Geriatr. 2021 May-Jun;94:104337. doi: 10.1016/j.archger.2021.104337. Epub 2021 Jan 13.
This paper reports the results from a 3-year follow-up study to measure the long-term efficacy of a cognitive training for healthy older adults and investigates the effects of booster sessions using an entropy-based metric.
semi-randomized quasi-experimental controlled design.
50 older adults, (M = 73.3, SD = 7.77) assigned into experimental (N = 25; Mean age = 73.9; SD = 8.62) and control groups (N = 25; mean age = 72.9; SD = 6.97).
six subtests of WAIS and two episodic memory tasks.
the participants were assessed on four occasions: after the end of the original intervention, pre-booster sessions (three years after the original intervention), immediately after the booster sessions and three months after the booster sessions.
the repeated measures ANOVA showed that two of the cognitive gains reported in the original intervention were also identified in the follow-up: Coding (F(1, 44) = 11.79, MSE = 0.77, p = .001, eta squared = 0.084) and Picture Completion (F(1, 47) = 10.01, MSE = 0.73, p = .003, eta squared = 0.060). After the booster sessions, all variables presented a significant interaction between group and time favorable to the experimental group (moderate to high effect sizes). To compare the level of cohesion of the cognitive variables between the groups, an entropy-based metric was used. The experimental group presented a lower level of cohesion on three of the four measurement occasions, suggesting a differential impact of the intervention with immediate and short-term effects, but without long-term effects.
本文报告了一项为期 3 年的随访研究结果，旨在测量认知训练对健康老年人的长期疗效，并使用基于熵的度量标准研究强化课程的效果。
半随机准实验对照设计。
50 名老年人，（M=73.3，SD=7.77），分为实验组（N=25；平均年龄 73.9；SD=8.62）和对照组（N=25；平均年龄 72.9；SD=6.97）。
WAIS 的六个子测验和两个情节记忆任务。
参与者在四个时间点进行评估：原始干预结束后、强化课程前（原始干预 3 年后）、强化课程后立即和强化课程后 3 个月。
重复测量方差分析显示，原始干预中报告的两项认知增益也在随访中得到确认：编码（F（1，44）=11.79，MSE=0.77，p=0.001，η平方=0.084）和图片完成（F（1，47）=10.01，MSE=0.73，p=0.003，η平方=0.060）。强化课程后，所有变量在组间和时间上均呈现出有利于实验组的显著交互作用（中等至高度效应量）。为了比较组间认知变量的凝聚水平，使用基于熵的度量标准。实验组在四个测量时间中有三个呈现出较低的凝聚水平，表明干预具有即时和短期影响，但没有长期影响。
