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Second language learning in older adults modulates Stroop task performance and brain activation.
Schultz, Douglas H; Gansemer, Alison; Allgood, Kiley; Gentz, Mariah; Secilmis, Lauren; Deldar, Zoha; Savage, Cary R; Ghazi Saidi, Ladan.
Afiliación
  • Schultz DH; Department of Psychology, University of Nebraska-Lincoln, Lincoln, NE, United States.
  • Gansemer A; Center for Brain, Biology and Behavior, University of Nebraska-Lincoln, Lincoln, NE, United States.
  • Allgood K; Department of Communication Disorders, College of Education, University of Nebraska at Kearney, Kearney, NE, United States.
  • Gentz M; Department of Communication Disorders, College of Education, University of Nebraska at Kearney, Kearney, NE, United States.
  • Secilmis L; Department of Communication Disorders, College of Education, University of Nebraska at Kearney, Kearney, NE, United States.
  • Deldar Z; Center for Brain, Biology and Behavior, University of Nebraska-Lincoln, Lincoln, NE, United States.
  • Savage CR; Department of Psychology, McGill University, Montreal, QC, Canada.
  • Ghazi Saidi L; Department of Psychology, University of Nebraska-Lincoln, Lincoln, NE, United States.
Front Aging Neurosci ; 16: 1398015, 2024.
Article en En | MEDLINE | ID: mdl-39170898
ABSTRACT

Introduction:

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.

Methods:

A group of 41 participants (age60-80) 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.

Results:

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.

Discussion:

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.
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Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Idioma: En Revista: Front Aging Neurosci Año: 2024 Tipo del documento: Article País de afiliación: Estados Unidos Pais de publicación: Suiza
Texto completo
Añadir a Mi BVS
Imprimir
XML
PubMed Links
Buscar en Google

Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Idioma: En Revista: Front Aging Neurosci Año: 2024 Tipo del documento: Article País de afiliación: Estados Unidos Pais de publicación: Suiza