Schultz Douglas H, Gansemer Alison, Allgood Kiley, Gentz Mariah, Secilmis Lauren, Deldar Zoha, Savage Cary R, Ghazi Saidi Ladan
Department of Psychology, University of Nebraska-Lincoln, Lincoln, NE, United States.
Center for Brain, Biology and Behavior, University of Nebraska-Lincoln, Lincoln, NE, United States.
Front Aging Neurosci. 2024 Aug 7;16:1398015. doi: 10.3389/fnagi.2024.1398015. eCollection 2024.
Numerous studies have highlighted cognitive benefits in lifelong bilinguals during aging, manifesting as superior performance on cognitive tasks compared to monolingual counterparts. Yet, the cognitive impacts of acquiring a new language in older adulthood remain unexplored. In this study, we assessed both behavioral and fMRI responses during a Stroop task in older adults, pre- and post language-learning intervention.
A group of 41 participants (age:60-80) from a predominantly monolingual environment underwent a four-month online language course, selecting a new language of their preference. This intervention mandated engagement for 90 minutes a day, five days a week. Daily tracking was employed to monitor progress and retention. All participants completed a color-word Stroop task inside the scanner before and after the language instruction period.
We found that performance on the Stroop task, as evidenced by accuracy and reaction time, improved following the language learning intervention. With the neuroimaging data, we observed significant differences in activity between congruent and incongruent trials in key regions in the prefrontal and parietal cortex. These results are consistent with previous reports using the Stroop paradigm. We also found that the amount of time participants spent with the language learning program was related to differential activity in these brain areas. Specifically, we found that people who spent more time with the language learning program showed a greater increase in differential activity between congruent and incongruent trials after the intervention relative to before.
Future research is needed to determine the optimal parameters for language learning as an effective cognitive intervention for aging populations. We propose that with sufficient engagement, language learning can enhance specific domains of cognition such as the executive functions. These results extend the understanding of cognitive reserve and its augmentation through targeted interventions, setting a foundation for future investigations.
大量研究强调了终身双语者在衰老过程中的认知益处，表现为与单语者相比，在认知任务上具有更优的表现。然而，在成年后期学习一门新语言的认知影响仍未得到探索。在本研究中，我们评估了老年人在语言学习干预前后进行Stroop任务时的行为和功能磁共振成像（fMRI）反应。
一组来自以单语为主环境的41名参与者（年龄：60 - 80岁）参加了为期四个月的在线语言课程，选择他们喜欢的一门新语言。该干预要求每天投入90分钟，每周五天。采用每日跟踪来监测进展和记忆情况。所有参与者在语言教学期前后都在扫描仪内完成了一项颜色 - 文字Stroop任务。
我们发现，语言学习干预后，Stroop任务的表现（以准确性和反应时间为证）有所改善。通过神经影像学数据，我们观察到前额叶和顶叶关键区域在一致和不一致试验之间的活动存在显著差异。这些结果与之前使用Stroop范式的报告一致。我们还发现，参与者在语言学习项目上花费的时间与这些脑区的差异活动有关。具体而言，我们发现，在干预后，与干预前相比，在语言学习项目上花费更多时间的人在一致和不一致试验之间的差异活动增加得更多。
需要未来的研究来确定语言学习作为老年人群有效认知干预的最佳参数。我们提出，通过足够的投入，语言学习可以增强认知的特定领域，如执行功能。这些结果扩展了对认知储备及其通过有针对性干预增强的理解，为未来的研究奠定了基础。
