Can education boost cognition at any age?

Early life education has been linked to lifelong cognitive gains, including reduced dementia risk in later life [1]. In contrast, cognitive gains observed in cognitive training programs designed for middle-aged and older adults tend to be temporary and confined to specific task-related domains [2]. Emerging research suggests that this discrepancy may be related to differences in the typical structure of learning during childhood relative to adulthood, such that longer lasting cognitive gains may be attainable by shifting the design and relevance of adult education programs. 

Learning outcomes can be influenced by the nature of the learning environment. Rich learning environments foster experiences that promote cognitive growth. Several features of cognition stimulating learning environments have been identified including tailored instruction to meet the needs and interests of a given student, and being challenged with learning multiple new skills simultaneously [2]. The latter aspect is a component of nearly all formal schooling, where children receive instruction on, and are expected to make progress in, multiple different subjects every year. Meanwhile, learning programs designed for adults tend to be focused on one specific task at a time, and many computerized ‘brain games’ lack real world applications. 

A recent study set out to test whether a learning structure involving the instruction of multiple real-world skills simultaneously could enhance the durability of cognitive gains from later life education [2]. The study included 33 participants between the ages of 58 and 86 who attended weekly classes and discussion sessions for three different skills over a 12-to-15-week period. Instruction topics included Spanish, iPad operation, art (photography, painting, or drawing), and musical composition. Participants could select the topics of real-world relevance that best aligned with their goals and interests. This learning structure was associated with small improvements to global cognition due to improvements within multiple cognitive domains that were sustained for at least one year. 

The results of this small study provide support for the notion that the long-term impact of adult education can be improved by optimizing the learning environment. The potential for high quality adult education to promote long-term cognitive outcomes is supported by the finding that participation in adult education classes was associated with greater retention of fluid intelligence and a lower risk of dementia in a population of nearly 300,000 older adults in the UK [3]. Fluid intelligence refers to general reasoning and problem solving ability, suggesting that participants achieved gains in overall cognitive ability beyond the specific topic of study. 

In addition to the feature of learning multiple skills simultaneously, it is thought that the social component of small group classes which promotes active communication may have also played a role in enhancing the learning experience [2]. The natural learning environment of everyday life involves social interaction and active collaboration with others [4]. We learn by following others with more experience and by teaching those with less experience. The social bonds formed in the small classes may facilitate learning by allowing the participants to learn from one another and hold each other accountable [2].

Tailoring the learning environment to involve real-world skills and social engagement may also enhance the learning potential of individuals with cognitive impairment. Preliminary studies have found that individuals with dementia had the capacity to learn new tasks, such as how to use a computer tablet, if the learning process was structured in a manner to facilitate active participation and collaboration with others, such as the caregiver [4]. Repeated participation in joint activities provides a framework to allow for novel learning as long as the interactions are tailored in a way to meet the specific needs and limitations of the individual. 

Overall, these studies suggest that learning is possible at any stage of life, but the potential for lasting cognitive benefits may depend on the quality of the learning environment. Challenging yourself to learn multiple new skills alongside others, such as a friend or partner, may be one way to enhance the learning experience. Focus on activities that appeal to your shared interests to help keep each other engaged and motivated. Group classes can also be a great way to meet new people and form new social bonds. 

1. Herd P, Williams V, Sicinski K Early Life Cognition, Education, and Dementia Risk. Innov Aging. 2023 Dec 21;7(Suppl 1):1.
2. Ferguson L, Sain D, Kürüm E et al. (2023) One-year cognitive outcomes from a multiple real-world skill learning intervention with older adults. Aging & mental health 27, 2134-2143.
3. Takeuchi H, Kawashima R (2023) Effects of adult education on cognitive function and risk of dementia in older adults: a longitudinal analysis. Frontiers in Aging Neuroscience 15.
4. Ingebrand E (2023) Dementia and learning: The use of tablet computers in joint activities (PhD dissertation). Linköping University Electronic Press.

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