![]() ![]() Additionally, it is difficult to randomly assign participants to different experimental conditions not of their choosing and retain them over prolonged periods of time. One reason for the limited research on engagement compared with cognitive training has been the cost and complexity of testing participants for prolonged periods in experimentally controlled real-world environments. In contrast, cognitive engagement interventions rely on the stimulation provided by activities that are novel for an individual and are broadly demanding of executive function, episodic memory, and reasoning ( Park, Gutchess, Meade, & Stine-Morrow, 2007). Cognitive training and lifestyle engagement have differing approaches to cognitive facilitation: cognitive training targets specific domains with the expectation that improvements will be observed in that domain, and potentially transfer to other cognitive tasks and domains. Although both cognitive training (e.g., Anguera et al., 2013 Basak, Boot, Voss, & Kramer, 2008 Schmiedek, Lovden, & Lindenberger, 2010) and engaging in cognitively challenging activities (e.g., Carlson et al., 2008 Stine-Morrow, Parisi, Morrow, & Park, 2008 Tranter & Koutstaal, 2008) have been linked to cognitive improvement, most of the research to date has focused on cognitive training. In 2010, the Alzheimer’s Association reported that an intervention that delays progression toward Alzheimer’s disease by five years would reduce the rate of national diagnosis by nearly 45%, resulting in very significant health and financial benefits ( Alzheimer’s Association, 2010). As the proportion of older adults increases in society, it is of increasing economic and social importance to understand how to maintain the health of the aging mind.
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