Comparison of impact of behavioral-cognitive training on mothers and play therapy in reducing aggression in 9-11 aged boy schools in south of Shahrekord city (Iran)

Task-Switching Training and Transfer

Journal of Psychophysiology ◽

10.1027/0269-8803/a000189 ◽

2018 ◽

Vol 32 (3) ◽

pp. 106-130 ◽

Cited By ~ 5

Author(s):

Zsófia Anna Gaál ◽

István Czigler

Keyword(s):

Older Adults ◽

Young Adults ◽

Cognitive Training ◽

Task Switching ◽

Difficulty Level ◽

Training Procedure ◽

Far Transfer ◽

Near Transfer ◽

Related Potentials ◽

Transfer Tasks

Abstract. We used task-switching (TS) paradigms to study how cognitive training can compensate age-related cognitive decline. Thirty-nine young (age span: 18–25 years) and 40 older (age span: 60–75 years) women were assigned to training and control groups. The training group received 8 one-hour long cognitive training sessions in which the difficulty level of TS was individually adjusted. The other half of the sample did not receive any intervention. The reference task was an informatively cued TS paradigm with nogo stimuli. Performance was measured on reference, near-transfer, and far-transfer tasks by behavioral indicators and event-related potentials (ERPs) before training, 1 month after pretraining, and in case of older adults, 1 year later. The results showed that young adults had better pretraining performance. The reference task was too difficult for older adults to form appropriate representations as indicated by the behavioral data and the lack of P3b components. But after training older adults reached the level of performance of young participants, and accordingly, P3b emerged after both the cue and the target. Training gain was observed also in near-transfer tasks, and partly in far-transfer tasks; working memory and executive functions did not improve, but we found improvement in alerting and orienting networks, and in the execution of variants of TS paradigms. Behavioral and ERP changes remained preserved even after 1 year. These findings suggest that with an appropriate training procedure older adults can reach the level of performance seen in young adults and these changes persist for a long period. The training also affects the unpracticed tasks, but the transfer depends on the extent of task similarities.

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