Abstract
A new approach, inspired by infant and child development research, suggests that frequently learning a variety of new difficult real-world skills increases cognitive abilities (e.g., working memory and cognitive control) and functional independence (Nguyen et al., under review; Wu et al., 2017). Prior real-world skill learning interventions with older adults typically include only one skill, despite correlational studies demonstrating the benefits of frequent, varied activity engagement (e.g., Carlson et al., 2012). We conducted a 15-week intervention with older adults engaging in frequent, varied learning of new difficult skills (simultaneously learning Spanish, painting, and how to use tech devices; “intervention group”). A no-contact control group completed only the assessments. The difference in cognitive scores (composite score for working memory and cognitive control) between the intervention and control groups became significant at post-test (t=2.36, p=.03, effect size = 0.66). From pre-test to post-test, the intervention group increased more than one standard deviation in the cognitive scores on average (M = .55, SD = .44, range .31 to .93). The no-contact control group did not exhibit such changes (M = .08, SD = .43, range -.83 to .61). The intervention group also increased in their functional independence (Everyday Problems Test) by 12% on average (SD = 12%, range -1% to 31%). The control group declined in their functional independence on average (M = -2%, SD = 12%, range -22% to 16%) (t=2.09, p=.06). Overall, this study demonstrates the potential of an intervention including frequent, varied real-world skill learning in older adults.