THE POSSIBILITY OF LINKING SPONTANEOUS AND INDUCED NEUROCOGNITIVE PLASTICITY: CAN COGNITIVE TRAINING INFLUENCE COMPENSATORY BRAIN ACTIVITY IN OLDER ADULTS? THEORETICAL AND EMPIRICAL PREMISES

Abstract

One of the most important determinants of successful aging is cognitive ability. Although cognitive decline is a well-documented phenomenon characteristic of aging, it is acknowledged that aging can also be related to cognitive neuroplasticity that allows one to compensate the decline and adapt to it. Cognitive neuroplasticity may be spontaneous or induced by external influences. An example of the former is compensatory brain activity in older adults, and the latter – improvement in cognitive functioning under the influence of cognitive training. Both the compensatory brain activity of older adults and the effectiveness of cognitive training in this age group have already been extensively studied. However, it has not yet been examined whether they can be linked. The article indicates theoretical and empirical premises for the possibility of influencing compensatory brain activity in older adults by cognitive training. In the most comprehensive way the phenomenon of compensatory brain activity in older adults is addressed by the STAC model – the Scaffolding Theory of Aging and Cognition, which also provides the theoretical grounds for the possible impact of cognitive training on compensatory brain activity. There are also empirical arguments in favour of such an impact, but they are quite limited in nature. The reason for this is the lack of research directly addressing the problem of the consistency of brain activity changes resulting from cognitive training with the assumptions of compensatory brain activity models, such as STAC. The theoretical grounds for the linkage of compensatory brain activity in older adults with the influence of cognitive training are clear. However, the analysis of the studies discussed in the article suggests that failing to embed the study design within the theoretical framework of compensatory brain activity in older adults may lead to the exclusion of factors important in drawing conclusions about this phenomenon. The following elements of the study design were identified as necessary to include: participation of young adults in the study as a reference group, usage of tasks in different difficulty levels during the measurement of brain activity and consideration of the relation between brain activity and cognitive performance, and comparison of brain activity in relation to cognitive performance before and after training in both, older and young adults.