Relevant bibliographies by topics / Cognitively stimulating activities

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
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Academic literature on the topic 'Cognitively stimulating activities'

Author: Grafiati
Published: 4 June 2021
Last updated: 8 February 2022

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Journal articles on the topic "Cognitively stimulating activities"

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Swenor, Bonnielin, beatriz Munoz, and Eleanor M. Simonsick. "VISUAL IMPAIRMENT AND ENGAGEMENT IN COGNITIVELY STIMULATING ACTIVITIES." Innovation in Aging 3, Supplement_1 (November 2019): S656. http://dx.doi.org/10.1093/geroni/igz038.2432.

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Abstract We examined the relationship between visual impairment (VI) and engagement in cognitively stimulating activities using data from 924 participants in the Cognitive Vitality Sub-Study of the Health ABC Study. At Year 3 (baseline for these analyses), vision was assessed as: visual acuity (VA), contrast sensitivity (CS), and stereo acuity (SA). Participation in cognitively stimulating activities was determined based on responses to 12 questions (administered at Years 3, 5, 7, and 9) assessing frequency of participation ranging from none to daily. We calculated the total number of activities engaged in at least monthly. In cross-sectional analyses adjusted for age, race, and sex, impaired VA (≤20/40, 8%), CS (<1.55, 5%), and SA (<80 secs arc, 29%) was associated with participation in fewer cognitive activities (β=-0.54, 95% CI:-1.06, -0.03; β=-0.59, 95% CI:-0.12, 0.06; β=-0.40, 95% CI:-0.81, -0.18, respectively). Longitudinally, change per year in the number of activities differed by baseline participation levels. Those participating in ≥5 activities at baseline (population median) had a significant decline in the number of activities, irrespective of VI status. However, for those participating in <5 activities at baseline, the increase in these activities tended to be lesser in the VI than in non-VI groups, and for SA this increase was significantly lower for the impaired group (βimpaired=0.004; 95% CI:-0.05, 0.05; βnot-impaired=0.06; 95% CI: 0.03, 0.10; time x SA interaction p=0.0496). These data indicate that older adults with VI participate in fewer cognitive activities and the change in participation over time differs from than those without VI.
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Farah, Martha J., Saul Sternberg, Thomas A. Nichols, Jeffrey T. Duda, Terry Lohrenz, Yi Luo, Libbie Sonnier, Sharon L. Ramey, Read Montague, and Craig T. Ramey. "Randomized Manipulation of Early Cognitive Experience Impacts Adult Brain Structure." Journal of Cognitive Neuroscience 33, no. 6 (May 1, 2021): 1197–209. http://dx.doi.org/10.1162/jocn_a_01709.

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Abstract Does early exposure to cognitive and linguistic stimulation impact brain structure? Or do genetic predispositions account for the co-occurrence of certain neuroanatomical phenotypes and a tendency to engage children in cognitively stimulating activities? Low socioeconomic status infants were randomized to either 5 years of cognitively and linguistically stimulating center-based care or a comparison condition. The intervention resulted in large and statistically significant changes in brain structure measured in midlife, particularly for male individuals. These findings are the first to extend the large literature on cognitive enrichment effects on animal brains to humans, and to demonstrate the effects of uniquely human features such as linguistic stimulation.
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Wilson, Robert S., Lisa L. Barnes, and David A. Bennett. "Assessment of Lifetime Participation in Cognitively Stimulating Activities." Journal of Clinical and Experimental Neuropsychology 25, no. 5 (August 1, 2003): 634–42. http://dx.doi.org/10.1076/jcen.25.5.634.14572.

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Vemuri, P., and E. C. Mormino. "Cognitively stimulating activities to keep dementia at bay." Neurology 81, no. 4 (July 3, 2013): 308–9. http://dx.doi.org/10.1212/wnl.0b013e31829c5f05.

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Baldivia, Beatriz, Vivian Maria Andrade, and Orlando Francisco Amodeo Bueno. "Contribution of education, occupation and cognitively stimulating activities to the formation of cognitive reserve." Dementia & Neuropsychologia 2, no. 3 (September 2008): 173–82. http://dx.doi.org/10.1590/s1980-57642009dn20300003.

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Abstract The cognitive reserve (CR) concept posits that there is individual variability in processing task demands and coping with neurodegenerative diseases. This variability can be attributed to the protective effects derived from continuous cognitive stimulation throughout life, including formal education, engagement in cognitively stimulating activities and occupation. These can result in protection against age-related cognitive decline and reduce the risk of developing Alzheimer's disease. The aim of this review is to summarize the main features of CR formation and to discuss the challenges in carrying out CR research in developing countries.
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Tesky, Valentina A., Christian Thiel, Winfried Banzer, and Johannes Pantel. "Effects of a Group Program to Increase Cognitive Performance Through Cognitively Stimulating Leisure Activities in Healthy Older Subjects." GeroPsych 24, no. 2 (June 2011): 83–92. http://dx.doi.org/10.1024/1662-9647/a000035.

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To investigate the effects of leisure activities on cognitive performance of healthy older subjects, an innovative intervention program was developed. Frequent participation in cognitively stimulating activities (i.e., reading, playing chess, or playing music) is associated with reduced risk of dementia. AKTIVA (active cognitive stimulation – prevention in the elderly) is an intervention program designed to enhance cognitive stimulation in everyday life by increasing cognitive stimulating leisure activities. The present study determines the effects of AKTIVA on cognitive function, mood and attitude toward aging in a sample of older participants from the general population. Several measurement instruments were used including the Alzheimer’s Disease Assessment Scale (ADAS-Cog), the Trail-Making Test (TMT), and the Memory Complaint Questionnaire (MAC-Q). Initially, the sample consisted of 307 older persons (170 female, 72 ± 7 years). The intervention was evaluated with a randomized, controlled pre-post follow-up design. Participants were randomly assigned to one of three conditions: AKTIVA intervention (n = 126), AKTIVA intervention plus nutrition and exercise counseling (n = 84), no-intervention control group (n = 97). The AKTIVA intervention consisted of 8 weekly sessions and two booster sessions after a break of 4 months. Participation in the group program resulted in positive effects on cognitive function and attitude toward aging for subassembly groups. Older persons (≥ 75 years) showed enhanced speed of information processing (by TMT Version A) (F = 4.17*, p < .05); younger participants (< 75 years) showed an improvement in subjective memory decline (by MAC-Q) (F = 2.55*, p < .05). Additionally, AKTIVA enhanced the frequency of activities for leisure activities for subassembly groups. The results of this study suggest that the AKTIVA program can be used to increase cognitively stimulating leisure activities in the elderly. Further research is necessary to identify the long-term effects of this intervention particularly with respect to the prevention of dementia.
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Ferreira, Nicola, Adrian Owen, Anita Mohan, Anne Corbett, and Clive Ballard. "Associations between cognitively stimulating leisure activities, cognitive function and age-related cognitive decline." International Journal of Geriatric Psychiatry 30, no. 4 (July 3, 2014): 422–30. http://dx.doi.org/10.1002/gps.4155.

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Morales Ortiz, Manuel, and Aaron Fernández. "Assessment of Cognitively Stimulating Activity in a Spanish Population." Assessment 27, no. 6 (May 21, 2018): 1310–19. http://dx.doi.org/10.1177/1073191118774620.

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Theoretical models of active ageing and cognitive reserve emphasize the importance of leading an active life to delay age-related cognitive deterioration and maintain good levels of well-being and personal satisfaction in the elderly. The objective of this research was to construct a scale to measure cognitively stimulating activities (CSA) in the Spanish language. The sample consisted of a total of 453 older persons. The scale was constructed from a list of 28 items and validated using structural equation models. The scale obtained showed a negative correlation with age and a positive correlation with education and physical activity. Using hierarchical regression models, CSAs were found to have a significant effect on attention when controlling for the effect of age and education. Likewise, a significant interaction between age and CSA was found on the measure of episodic memory. The validated CSA scale will enable the relationships between changes in cognitive functions and stimulating activities to be studied.
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Pillai, Jagan A., Charles B. Hall, Dennis W. Dickson, Herman Buschke, Richard B. Lipton, and Joe Verghese. "Association of Crossword Puzzle Participation with Memory Decline in Persons Who Develop Dementia." Journal of the International Neuropsychological Society 17, no. 6 (September 28, 2011): 1006–13. http://dx.doi.org/10.1017/s1355617711001111.

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AbstractParticipation in cognitively stimulating leisure activities such as crossword puzzles may delay onset of the memory decline in the preclinical stages of dementia, possibly via its effect on improving cognitive reserve. We followed 488 initially cognitively intact community residing individuals with clinical and cognitive assessments every 12–18 months in the Bronx Aging Study. We assessed the influence of crossword puzzle participation on the onset of accelerated memory decline as measured by the Buschke Selective Reminding Test in 101 individuals who developed incident dementia using a change point model. Crossword puzzle participation at baseline delayed onset of accelerated memory decline by 2.54 years. Inclusion of education or participation in other cognitively stimulating activities did not significantly add to the fit of the model beyond the effect of puzzles. Our findings show that late life crossword puzzle participation, independent of education, was associated with delayed onset of memory decline in persons who developed dementia. Given the wide availability and accessibility of crossword puzzles, their role in preventing cognitive decline should be validated in future clinical trials. (JINS, 2011, 17, 1006–1013)
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Qiu, Chengxuan, and Laura Fratiglioni. "Frequent cognitively stimulating activities reduces the risk of Alzheimer disease." Evidence-based Healthcare 6, no. 3 (September 2002): 113–14. http://dx.doi.org/10.1054/ebhc.2002.0510.

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Dissertations / Theses on the topic "Cognitively stimulating activities"

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Hall, Carrie A. "The Relationship between Cognitive Stimulating Activities, Physical Activity and Cognitive Impairment in Women following Adjuvant Chemotherapy for Breast Cancer." University of Cincinnati / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1416231472.

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Grimaud, Élisabeth. "Effets de programmes de stimulation cognitive par les activités de loisir sur les fonctions cognitives et la santé psychologique chez l'adulte âgé." Thesis, Tours, 2017. http://www.theses.fr/2017TOUR2028/document.

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L’objectif général de ce travail de thèse était d’étudier la possibilité d’améliorer le fonctionnement cognitif (mémoire de travail, mémoire épisodique, vitesse de traitement, fonctions exécutives) et la santé psychologique (estime de soi, plainte mnésique, satisfaction de vie) lors du vieillissement grâce à la pratique des activités de loisir. Pour cela, quatre programmes utilisant les activités de loisir, allant du plus unimodal au plus multimodal, ont été conçus et proposés à des participants âgés. Leurs scores à différentes mesures ont été évalués avant et après les interventions et comparés à ceux de groupes contrôles. Les résultats mettent en évidence que globalement ces programmes permettaient l’amélioration des performances cognitives ainsi que des transferts sur la santé psychologique, sauf l’entraînement unimodal (i.e., spécifique)
The main objective of this thesis was to test the possibility to improve cognitive functioning (working memory, episodic memory, speed of processing, executive functions) and psychological health (self-esteem, memory complaint, satisfaction of life) with leisure activities during aging. The present work was based on four programs using leisure activities, from unimodal to multimodal composition including pretests and posttests and compared to control groups. Globally, results show that the programs heterogeneously improve cognitive performances and provide evidence of benefits transfer to psychological health, except for the unimodal program. Overall, results show that unimodal cognitive training only improve cognitive functioning (Experience 1), whereas playful and multimodal interventions improve psychological health and influence cognitive performance (Experiences 2, 3, et 4). Eventually, our results show that leisure activities during lifespan are associated with a better psychological health (Experiment 3), improve subjective well-being and help to better adapt to ageing. This work supports the idea that leisure activities during life span are in line with psychological health. It also highlights that multimodal cognitive interventions contribute to successful ageing more than unimodal programs
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Lapre, Emiline. "Maladie d’Alzheimer et thérapies non médicamenteuses : évaluation de la stimulation cognitive et de l’activité physique sur le fonctionnement exécutif." Thesis, Bordeaux 2, 2010. http://www.theses.fr/2010BOR21764/document.

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L’objectif principal de cette thèse est d’évaluer l’impact thérapeutique d’une intervention de stimulation cognitive associée à un programme d’activité physique au stade léger à modéré de la maladie d’Alzheimer. Précisément, il s’agit de détailler les effets respectifs et combinés de ces interventions selon les trois dimensions suivantes : 1) le fonctionnement cognitif général, 2) le fonctionnement exécutif à travers la mise à jour, l’alternance, l’inhibition et la planification, 3) le fonctionnement psychosocial, intégrant l’anxiété et la dépression. L’étude principale de cette thèse a comparé les performances pré- et post-intervention de 67 patients répartis en quatre groupes (i.e., groupe stimulation cognitive, groupe activité physique, groupe stimulation cognitive plus activité physique, groupe contrôle). Les résultats ont montré que, 1) la stimulation cognitive permet l’amélioration du fonctionnement cognitif général et le maintien des capacités d’alternance et de mise à jour, 2) l’activité physique favorise l’amélioration des capacités d’inhibition et le maintien des capacités d’alternance, et 3), l’association de la stimulation cognitive et de l’activité physique permet l’amélioration du fonctionnement cognitif général, l’amélioration des performances d’alternance et d’inhibition et le maintien des capacités de mise à jour. L’ensemble de ces résultats met en évidence le potentiel thérapeutique de la stimulation cognitive et de l’activité physique dans le traitement de la maladie d’Alzheimer. De plus, les données recueillies montrent que les bénéfices des interventions sont d’autant plus importants lorsque le programme intègre les deux formes de prises en charge. Les mécanismes par lesquels s’opèrent les changements dans la cognition des personnes souffrant d’Alzheimer sont discutés à travers le concept de réserve cognitive. L’enjeu des futures recherches réside dans le développement de thérapies visant le maintien du fonctionnement exécutif à travers la stimulation des capacités physiques et cognitives
The principal objective of this thesis was to evaluate the therapeutic impact of an intervention which combines a cognitive stimulation program and a physical activity program in mild to moderate Alzheimer's disease. Specifically, the objective was to detail the respective and combined effects of these interventions in the three following dimensions, 1) general cognitive functioning, 2) executive functioning with updating, switching, inhibition and planning, 3) psychosocial functioning, including anxiety and depression. The main study of this thesis examines the pre-and post-intervention scores of 67 patients assigned into four groups (i.e., cognitive stimulation, physical activity, cognitive stimulation combined with physical activity, and control). The data showed that, 1) cognitive stimulation improved general cognitive functioning and maintained updating and switching abilities, 2) physical activity improved inhibition and switching abilities, and 3) associate cognitive stimulation and physical activity allowed the improvement of general cognitive functioning, inhibition and switching abilities, and allowed remaining updating abilities. Taken together, these results demonstrate the therapeutic effects of cognitive stimulation and physical activity in Alzheimer's disease treatment. Moreover, the data collected showed that the benefits of the interventions were particularly important when the program included both interventions. Mechanisms of changes in cognition of Alzheimer's patients are discussed through the concept of cognitive reserve. The aim for future researches is to develop programs of cognitive stimulation and physical activities to preserve executive functioning
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Cordière, Audrey. "Effets du vieillissement normal sur la mémoire de travail et ses composantes attentionnelles : déclin sur 5 ans et effets de réserve." Thèse, 2016. http://hdl.handle.net/1866/18488.

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Avec l’allongement de l’espérance de vie, il devient essentiel de mieux comprendre les changements cognitifs qui accompagnent le vieillissement normal. La mémoire de travail (MDT) est un système qui permet de maintenir temporairement et de manipuler une petite quantité d’informations ; c’est une fonction cognitive particulièrement importante, impliquée dans la réalisation d’un grand nombre d’activités quotidiennes complexes. L’affaiblissement de la MDT affecte l’ensemble du fonctionnement cognitif et a ainsi un impact sur l’autonomie. Cette thèse porte sur les effets du vieillissement normal sur la MDT et sur les fonctions de contrôle attentionnel (FCA) qui la sous-tendent : l’inhibition, l’alternance et la mise à jour. Nous nous intéressons également à l’éducation et à la pratique d’activités cognitivement stimulantes comme facteurs de protection du déclin de la MDT. L’objectif de la première étude (Chapitre II) était d’examiner les changements liés à l’avancée en âge sur la MDT et les FCA, sur une période de 5 ans. Les participants ont été évalués à deux reprises à 5 ans d’intervalle (Temps 1 ; Sylvain-Roy, Lungu, & Belleville, 2015a) avec trois tâches complexes de MDT (empan de phrases, Brown-Peterson et empan alphabétique) et plusieurs mesures d’inhibition, d’alternance et de mise à jour. Afin d’explorer la possibilité que le déclin sur 5 ans soit modulé par l’âge, nous avons séparé les participants en « jeunes-âgés » (âge moyen au Temps 1: 65,79) et « âgés-âgés » (âge moyen au Temps 1 : 75). Des analyses de variance répétées ont été conduites afin d’examiner l’effet du temps et l’interaction entre le temps et le groupe d’âge. Les analyses ont révélé un effet significatif du temps suggérant un déclin des performances après 5 ans sur l’ensemble des épreuves de MDT ainsi que pour les mesures d’inhibition et d’alternance. Aucune interaction entre le temps et le groupe d’âge n’a été mise en évidence, suggérant que les âgés-âgés ne présentent pas de déclin plus important que les jeunes-âgés. Cette étude montre que le vieillissement normal est marqué par d’importants changements généralisés aux trois tâches de MDT et à la plupart des FCA après seulement 5 ans et que le déclin est similaire quel que soit l’âge. Les implications théoriques et cliniques de ces résultats seront discutées. La deuxième étude (Chapitre III) avait pour objectif d’explorer l’effet de l’éducation et de la pratique d’activités cognitivement stimulantes sur le déclin de la MDT lors du suivi à 5 ans. Des régressions linéaires simples et multiples ont permis de mettre en évidence un effet protecteur de la pratique d’activités cognitivement stimulantes sur le déclin au Brown-Peterson pour l’ensemble des participants. Concernant l’éducation, les résultats indiquent une interaction avec l’âge pour les performances de base (Temps 1) et pour le déclin à la tâche de Brown-Peterson. Plus précisément, seuls les jeunes-âgés semblent protégés par l’effet de l’éducation au Temps 1 puis cet effet disparait entrainant même un déclin plus important des jeunes-âgés les plus éduqués par rapport aux âgés-âgés. Aucune interaction entre l’éducation et la pratique d’activités cognitivement stimulantes n’a été mise en évidence. Les deux autres tâches de MDT (empan de phrases et empan alphabétique) ne semblent bénéficier ni de l’éducation, ni des activités cognitivement stimulantes. Cette étude met en évidence un effet protecteur indépendant de la pratique d’activités cognitivement stimulantes et de l’éducation sur une tâche complexe de MDT. De plus, cette étude suggère que certains facteurs de protection pourraient avoir un effet différent selon l’âge.
With increasing life expectancy, it is becoming essential to better understand the cognitive changes associated with normal aging. Working memory (WM) is a limited capacity system that temporarily holds and manipulates a small amount of information; it is a particularly important cognitive function, involved in numerous complex daily activities. A WM impairment affects the whole cognitive functioning and thus has an impact on autonomy. This thesis assesses the age effects on WM and on attentional control functions (ACFs) that underlie this system: inhibition, shifting and updating. We are also interested in the effects of education and cognitively stimulating activities as protective factors on age-related WM decline. The first study (Chapter II) aimed at examining the age effects on WM and ACFs over a five-year period. Participants were evaluated twice over 5 years (Time 1; Sylvain-Roy, Lungu, & Belleville, 2015a) by three complex WM tasks (i.e., reading span, Brown-Peterson and alpha span) and multiple measures of inhibition, shifting and updating. In order to explore the possibility that decline over 5 years is modulated by age, we separated the participants into a “young-old” group (mean age at Time 1: 65.79) and an “old-old” group (mean age at Time 1: 75). Repeated analyses of variance were conducted in order to examine the effect of time and the interaction between time and group. Results showed a significant decline, over 5 years, for all three complex WM tasks and for measures of inhibition and shifting. Results showed no interaction between time and group, which indicated that the old-old group did not show a greater decline relative to young-old participants. This study shows that normal aging is marked by important and pervasive changes in WM and in most ACFs over a relatively short five-year period. Moreover, old-old and young-old participants show a similar rate of decline; theorical and clinical implications will be discussed. The second study (Chapter III) aimed at exploring effects of education and cognitively stimulating activities on WM decline. Simple and multiple linear regressions showed a protective effect of cognitively stimulating activities on decline for the Brown-Peterson task for all participants. Results also showed an interaction between age and education for baseline performances (Time 1) and for decline on the Brown-Peterson task. That is, only young-old participants seemed to benefit from education on baseline performances. This protective effect then recedes, leading to a greater decline over time for young-old compared to old-old participants. No interaction was found between education and cognitively stimulating activities. The other two WM tasks (i.e., reading span and alpha span) did not seem to benefit from protective effects of education or cognitively stimulating activities. This study shows a protective independent effect of education and the practice of cognitively stimulating activities on one complex WM task. Moreover, this study suggests that the impact of some protective factors could vary with age.
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Chen, Min-Ta, and 陳明達. "Effects of Kinesthetic Stimulation on Neural Activities under Different Cognitive States." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/46053680208740719035.

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碩士
國立交通大學
電機與控制工程系所
96
It has been found that drivers easily to reduce their vigilance or attention during the prolonged or monotonous driving. The drowsy driver can’t focus on their driving task and tend to commit on manipulating errors. Their information processing speed and working memory capacities are decreased and drastic changes on their task performance occur along with the reduction of the vigilance. Most previous studies that tried to figure out the useful features from behavioral performances or physiological signals for predicting driver’s drowsiness level were done in a static driving environment. However, some studies already showed that the kinesthetic stimulus had influences on fluctuations of brain dynamics especially near the alpha band power, which already used as an index of the vigilance. To what extent the kinesthetic stimulation would affect the accuracy on the predicting drowsiness level from neural activities in real driving is still unclear. Therefore, the aim of this study is to systemically characterized effects of kinesthetic stimulation on the brain activities under different cognitive state, particularly under the drowsiness condition. We used the 3 dimensional surrounded virtual reality scene combined with the six degree motion platform, the independent component analysis (ICA) and time-spectral analysis to explore the fluctuations in spectral dynamics of maximally independent EEG activities from alter to drowsy with or without the enabling of the motion platform. Results showed that subjects’ drowsiness level was increased with the deteriorated of the driving performance which reflected on the tonic increases of the power spectral baselines near the alpha band in the occipital components. The similar drowsy effects also revealed on the changes of the phasic alpha suppressions including the delaying its onset and increases its mean prevalence. With the same behavioral performances, changes on EEG dynamics from alert to drowsiness were further enhanced when the motion platform was enabled. Results of this study first demonstrated the importance of the kinesthetic stimulation in the simulated driving studies. Furthermore, this study also first revealed that the EEG dynamics is more sensitive than the behavioral performance for correctly detecting driver’s drowsiness level.
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Cheng, Chia-Min, and 鄭嘉旻. "The Effect of Daily Visit and Cognitive Stimulation Activities on Cognitive Function of Hospitalized Elderly." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/15057581212026678702.

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碩士
國立臺灣大學
護理學研究所
97
Cognitive decline is a common complication in older hospitalized patient. Studies have shown that older hospitalized patients who experienced cognitive decline were about 16 times more likely to develop functional decline. The purpose of this study was to evaluate the effect of daily visit and cognitive stimulation activities on cognitive function of hospitalized elderly. This study employed a randomized assign and single-blind measurement design. Fifty older patients aged 65 years and older who admitted to a tertiary medical center in northern Taiwan for elective total knee replacement (TKR) or total hip replacement (THR) were recruited from April to August in 2008, and been randomly assigned to experimental or control group. A daily 20 to 30 minutes of visit and cognitive stimulation activities was provided to subjects in the experimental group post surgery till hospital discharge. Subjects in the control group received usual care. The main outcome was cognitive status measured by Mini-Mental State Examination (MMSE) at admission, before discharge and one month post hospitalization. Demographics and clinical information was also collected. The data was analyzed by SPSS software package and Descriptive, Chi-square test, Fisher’s exact test and Mann-Whitney U-test were performed. The results showed that daily visit and cognitive stimulation activities: (1) could maintain or improve cognitive function for elderly during hospitalization. The MMSE scores of the experimental group showed a improvement of 1.28 points compared with a decline of 0.71 points in the control group (p＜.05). (2) could maintain short-term (from discharge to one month post hospitalization) cognitive function for elderly with high cognitive function at admission. (3) could decrease the incident rate of cognitive decline during hospitalization. Upon discharge, 44% subjects (N=11) in the control group developed cognitive decline (a reduction of≧2 MMSE points), while there was 12% (N=3) in the experimental group (p＜.05). In conclusion, daily visit and cognitive stimulation activities was effective on preventing cognitive decline in hospitalized elderly underwent elective TKR or THR. It will provide the basis for clinical geriatric care.
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Deng, Ju-Han, and 鄧如涵. "A study of the effects of sensory-stimulating group activities to nursing home residents with mild cognitive impairment." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/86120059520904186044.

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碩士
國立臺北護理健康大學
長期照護研究所
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Among the aged population, the incident of cognitive impairment is rapidly increasing with age. Therefore, it is becoming an important issue in health care to provide relevant activities for elderly patients with cognitive impairment that can help moderate the negative impact of this disease. Earlier studies have shown the following two facts. Firstly, among the nursing home residents, the factor of age is significantly correlated with their cognitive and depressive symptoms and has an influence on their quality of life. Secondly, early detection of a patient’s cognitive impairment can lead to an early therapy or intervention with nonpharmacological (non-drug) treatment, which can help delay the degeneration of cognitive impairment and provide positive effects to the patient’s verbal and emotional expressions. Accordingly, this study is aimed at the investigation of how the use of sensory-stimulating group activities would improve the cognitive and depressive symptoms of nursing home residents with mild cognitive impairment. This study is based on a pre-test and post-test experiment with the participation and cooperation of two elderly nursing homes. A total of 38 patients qualified for this study were selected from the nursing homes and randomly divided into two groups: an experimental group and a control group, both with 19 patients. The experimental group then underwent a series of one-hour sensory-stimulating group activities once in a week and consecutively for eight weeks. These group activities were designed as an intervention plan for the experimental group by using everyday objects that are familiar to the patients and also by using therapeutic communication techniques that were learned from social workers. The objective was to provide a variety of sensory stimulations to the five senses, namely sight, hearing, touch, smell, and taste. By contrast, the control group were involved only in participating routine institutional activities and receiving care and get-well wishes. The results showed that the two groups had no significant difference in basic demographic data and had an average age of 84.16 years with a standard deviation of 5.33 years. For both groups, the post-test of cognitive symptoms showed that p＝.957 (p＞.05), which was below significance. For the experimental group, the score of GDS-s was reduced from 4.11±3.247 to 2.79±2.123, indicating an improvement on their depressive symptoms. By contrast, for the control group, the score of GDS-s was increased from 5.84±3.905 to 6.33±4.446, indicating a worsening of their depressive symptoms. The post-test of GDS-s showed that t＝-3.121 and p＝.005 (p＜.05), which was above significance. For both groups, the respective differences between the pre-test and post-test of cognitive and depressive symptoms were p＝.669 and p＝.092 (p＞.05), both of which were below significance. Accordingly, it can be seen that the sensory-stimulating group activities tend to improve the depressive symptoms of the nursing home residents. Therefore, it can be considered to prolong the duration of the intervention by increasing the number of weeks or the number of times in each week for the activities, with the purpose of raising the level of significance after intervention. It is hoped that this study can serve as a reference for the planning of cognitively-stimulating activities for the nursing home residents.
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Books on the topic "Cognitively stimulating activities"

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Rosenberg, Paul B. Treatment of Cognitive Impairment. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780199959549.003.0007.

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There are lifestyle strategies that may help preserve cognition in old age and in MCI. While the evidence is still suggestive rather than definitive it is strong enough to make suggestions to patients and families. Cognitive interventions such as computer-based cognitive stimulation and brain fitness programs may be helpful, although more generalized cognitive activities such as taking a college course or learning a new skill may be equally helpful. Aerobic exercise has the best track record to date among lifestyle interventions. Having a variety of leisure activities that combine psychological, physical, and social activities is advised. As far as well can tell, diets that are helpful for preventing heart disease such as the Mediterranean diet also may be good for cognition. The mechanisms for many of these strategies likely involve 1) the brain compensating for circuit loss by engaging new circuits to solve problems and 2) improvements in vascular health.
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Book chapters on the topic "Cognitively stimulating activities"

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Lifshitz, Hefziba. "Leisure and Cognitively Stimulating Activities as Means for Improving Cognitive Performance in Persons with Intellectual Disability During Adulthood." In Growth and Development in Adulthood among Persons with Intellectual Disability, 129–69. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-38352-7_4.

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Espín, Vanesa, María Visitación Hurtado, and Manuel Noguera. "Towards Holistic Support of Active Aging through Cognitive Stimulation, Exercise and Assisted Nutrition." In Ambient Assisted Living and Daily Activities, 312–19. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-13105-4_45.

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Lin, Chin-Teng, Li-Wei Ko, Yin-Hung Lin, Tzyy-Ping Jung, Sheng-Fu Liang, and Li-Sor Hsiao. "EEG Activities of Dynamic Stimulation in VR Driving Motion Simulator." In Engineering Psychology and Cognitive Ergonomics, 551–60. Berlin, Heidelberg: Springer Berlin Heidelberg, 2007. http://dx.doi.org/10.1007/978-3-540-73331-7_60.

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Morán, Alberto L., Victoria Meza, Cristina Ramírez-Fernández, Ana I. Grimaldo, Eloísa García-Canseco, Felipe Orihuela-Espina, and Luis Enrique Sucar. "Revisiting the User Experience of a Virtual Rehabilitation Tool for the Physical Activation and Cognitive Stimulation of Elders." In Ambient Assisted Living and Daily Activities, 203–10. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-13105-4_31.

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"Using cognitively stimulating activities." In The Memory handbook, 29–30. Routledge, 2017. http://dx.doi.org/10.4324/9781315172484-10.

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"Assessment of lifetime participation in cognitively stimulating activities." In Cognitive Reserve, 173–86. Psychology Press, 2013. http://dx.doi.org/10.4324/9780203783047-18.

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Diaz-Orueta, Unai. "Cognitive Fitness, Assessment, and Cognitive Rehabilitation of Older Population." In Advances in Medical Technologies and Clinical Practice, 97–128. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9530-6.ch005.

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In recent years, it has been assumed that brain may be trained as a muscle (use-it-or-lose-it hypothesis) so the higher amount of cognitively stimulating activities we are involved at, the better the cognitive status will be when we reach the old age. Though this assumption needs to be properly verified with additional scientific evidence, there has been an increasing number of studies on cognitive intervention (training, stimulation, rehabilitation) that have obtained diverse results with regards to their efficacy in maintaining cognitive function over time and transfer their gains to older people's daily life activities and challenges. The current chapter revises latest years of research on cognitive tests and interventions, and incorporates the added value of the latest developments in computerized and virtual-reality based assessment and training tools, to respectively measure and improve cognitive status in older populations. Moreover, key recommendations on how existing tools could be improved will be provided.
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Berardi, Nicoletta, Alessandro Sale, and Lamberto Maffei. "Optimizing cognition in older adults: lifestyle factors, neuroplasticity, and cognitive reserve." In Oxford Textbook of Geriatric Medicine, 1281–88. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780198701590.003.0166.

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Cognitive decline with age shows strong interindividual variance. Several epidemiological studies have shown that some of the factors associated with maintaining a good cognitive performance with age are lifestyle factors, such as practising physical activity and being engaged in cognively stimulating activities, which are potentially modifiable even in old age. In parallel, studies in animal models have shown that physical exercise and environmental stimulation result in better cognitive performance, potentiation of neural plasticity, neuroprotection. More recently, intervention studies in humans begin to show that training based on cognitive or physical activity enhance cognitive performance in older adults. At the core of lifestyle effects on cognitive ageing is neural plasticity and the action of multiple molecular factors which translate physical and cognitive activity into adaptive and protective changes in the brain, allowing elders to better face ageing-related cognitive changes.
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Janssen, Heidi, Julie Bernhardt, Frederick R. Walker, Neil J. Spratt, Michael Pollack, Anthony J. Hannan, and Michael Nilsson. "Environmental enrichment: neurophysiological responses and consequences for health." In Oxford Textbook of Nature and Public Health, edited by Matilda van den Bosch and William Bird, 71–78. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780198725916.003.0039.

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Environmental enrichment, providing greater sensory, physical, cognitive and social stimulation, triggers a cascade of anatomical and molecular changes within the brain and contributes to significant improvements in sensorimotor and cognitive function in animal models of disease. Exposure to and engagement with nature and other cultural activities such as dance, art and music are examples of environmental enrichment strategies which have been employed in the clinical setting to promote passive and active multisensory stimulation in numerous patient populations. This chapter provides a concise summary of the (i) evidence regarding the effect of environmental enrichment when used in animal models of disease and brain injury; (ii) proposed underlying mechanisms by which this multisensory stimulation exerts these effects; (iii) use of nature and other enrichment strategies in the clinical setting; and lastly (iv) role that the architectural design of health environments play in optimizing recovery and well-being.
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Casey, Erin M. "Using Literacy Response Activities with Early Childhood English Language Learners and Immigrant Students." In Cross-Cultural Considerations in the Education of Young Immigrant Learners, 50–66. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4928-6.ch004.

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This chapter presents findings on the importance of engaging early childhood English Language Learners (ELLs) and immigrant students in literacy response activities designed around Reader Response Theory. This practice is supported by research that urges educators to engage ELL and immigrant students in literature response activities for deeper comprehension and language development. Recent brain-based research supports employing stimulating, active literacy activities in a nonthreatening, comfortable environment to foster literacy comprehension, language acquisition, and cognitive development (Lombardi, 2008). The author presents data on the literacy needs of ELL and immigrant students in the United States, issues of learning styles of these populations, brain-based learning concepts, Reader Response theory, and the use of fairy tales with second language learners. Descriptions of specific Reader Response activities for ELLs and immigrant students as well as suggestions for professional development opportunities for educators of this population are presented at the conclusion.
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Conference papers on the topic "Cognitively stimulating activities"

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Chan, Jeanie, and Goldie Nejat. "Promoting engagement in cognitively stimulating activities using an intelligent socially assistive robot." In 2010 IEEE/ASME International Conference on Advanced Intelligent Mechatronics (AIM). IEEE, 2010. http://dx.doi.org/10.1109/aim.2010.5695806.

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Chan, Jeanie, and Goldie Nejat. "Minimizing task-induced stress in cognitively stimulating activities using an intelligent socially assistive robot." In 2011 RO-MAN: The 20th IEEE International Symposium on Robot and Human Interactive Communication. IEEE, 2011. http://dx.doi.org/10.1109/roman.2011.6005275.

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Chan, Jeanie, and Goldie Nejat. "A learning-based control architecture for an assistive robot providing social engagement during cognitively stimulating activities." In 2011 IEEE International Conference on Robotics and Automation (ICRA). IEEE, 2011. http://dx.doi.org/10.1109/icra.2011.5980426.

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Meza-Kubo, Victoria, Angel Gonzalez-Fraga, Alberto L. Moran, and Monica Tentori. "Augmenting Cognitive Stimulation Activities in a Nursing Home through Pervasive Computing." In 2009 Latin American Web Congress (LA-WEB). IEEE, 2009. http://dx.doi.org/10.1109/la-web.2009.38.

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Oliveira, Jorge, Bruno Bento, Pedro Gamito, Paulo Lopes, Rodrigo Brito, Diogo Morais, and Fátima Gameiro. "Cognitive stimulation of alcoholics through VR-based Instrumental Activities of Daily Living." In REHAB '15: ICTs for improving Patients Rehabilitation Research Techniques. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2838944.2838948.

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Andrade Ferreira, Luis Duarte, Sofia Cavaco, and Sergi Bermudez i Badia. "Musiquence: a framework to customize music and reminiscence cognitive stimulation activities for the dementia population." In 2019 5th Experiment Conference (exp.at'19). IEEE, 2019. http://dx.doi.org/10.1109/expat.2019.8876575.

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González-Fraga, J. A., A. L. Morán, V. Meza-Kubo, M. Tentori, and E. Santiago. "Correlation based system to assess the completeness and correctness of cognitive stimulation activities of elders." In SPIE Optical Engineering + Applications, edited by Andrew G. Tescher. SPIE, 2009. http://dx.doi.org/10.1117/12.826673.

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Reports on the topic "Cognitively stimulating activities"

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Engage Your Brain: GCBH Recommendations on Cognitively Stimulating Activities. Global Council on Brain Health, July 2017. http://dx.doi.org/10.26419/pia.00001.001.

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