Li Chenxi, Li Meiyun, Shang Yunfeng
School of Nursing, Yueyang Vocational Technical College, Yueyang, 414000, China.
School of Management, Guangzhou Xinhua University, Guangzhou, 510006, China.
Aging Clin Exp Res. 2025 Jan 3;37(1):20. doi: 10.1007/s40520-024-02913-5.
Recent discoveries indicating that the brain retains its ability to adapt and change throughout life have sparked interest in cognitive training (CT) as a possible means to postpone the development of dementia. Despite this, most research has focused on confirming the efficacy of training outcomes, with few studies examining the correlation between performance and results across various stages of training. In particular, the relationship between initial performance and the extent of improvement, the rate of learning, and the asymptotic performance level throughout the learning curve remains ambiguous. In this study, older adults underwent ten days of selective attention training using an adaptive algorithm, which enabled a detailed analysis of the learning curve's progression. Cognitive abilities were assessed before and after CT using the Mini-mental State Examination (MMSE) and the Montreal Cognitive Assessment (MoCA). The findings indicated that: (1) Initial performance is positively correlated with Learning amount and asymptotic performance level, and negatively correlated with learning speed; (2) Age is negatively correlated with learning speed, while it is positively correlated with the other three parameters. (3) Higher pre-training MMSE scores predicted higher post-training MMSE scores but less improvement; (4) Higher pre-training MoCA scores predicted higher post-training MoCA scores and less improvement; (5) The parameters of the learning curve did not correlate with performance on the MMSE or MoCA. These results indicate that: (1)Selective attention training using adaptive algorithms is an effective tool for cognitive intervention; (2) Older individuals with poor baseline cognitive abilities require more diversified cognitive training; (3) The study supports the compensation hypothesis.
最近的发现表明，大脑在一生中都保持着适应和改变的能力，这引发了人们对认知训练（CT）作为延缓痴呆症发展的一种可能手段的兴趣。尽管如此，大多数研究都集中在证实训练结果的有效性上，很少有研究考察训练各个阶段的表现与结果之间的相关性。特别是，初始表现与改善程度、学习速度以及整个学习曲线的渐近表现水平之间的关系仍不明确。在这项研究中，老年人使用自适应算法进行了为期十天的选择性注意力训练，这使得能够对学习曲线的进展进行详细分析。在认知训练前后，使用简易精神状态检查表（MMSE）和蒙特利尔认知评估量表（MoCA）对认知能力进行了评估。研究结果表明：（1）初始表现与学习量和渐近表现水平呈正相关，与学习速度呈负相关；（2）年龄与学习速度呈负相关，而与其他三个参数呈正相关。（3）训练前较高的MMSE分数预测训练后较高的MMSE分数，但改善较少；（4）训练前较高的MoCA分数预测训练后较高的MoCA分数且改善较少；（5）学习曲线的参数与MMSE或MoCA的表现无关。这些结果表明：（1）使用自适应算法的选择性注意力训练是一种有效的认知干预工具；（2）基线认知能力较差的老年人需要更多样化的认知训练；（3）该研究支持补偿假说。
