Cognitive Functioning in Older Adults: Relationship between Learning Potential and Specific Cognitive Domains
Neyda Ma. Mendoza-Ruvalcaba, Isis Eréndira Medina-Román, Julio Alberto Díaz-Ramos

The aim of this study is to analyze the Learning Potential (LP) and its association to specific cognitive domains, health and sociodemographic conditions in older adults. A total of 184 elders 60-years and older participated in this study, LP was assessed by using the Rey Auditory Verbal Learning Test. For specific cognitive domains a battery that included measurements of working andepisodic memory, meta-memory, processing speed, attention, executive function, language (semantic fluency and phonetic fluency), visuospatial skills. Socio-demographic and health data were also asked. Pearson´s correlation test and linear regression models were performed. Results show significant correlation between Learning Potential performance and all domains of cognitive function. Results of the multiple regression analysis emerged on a significant model using the entered method: F=57.69, p<.0005. Executive function (phonetic fluency), language (sematic fluency), episodic memory, as well as education werethe most influential variables. The model explains 69.3% of the variance of LP; this interrelation set possible targets for cognitive interventions to promote learning potential, not only for preventing cognitive impairments, but also for promoting lifelong learning and healthy aging in older adults.

Full Text: PDF     DOI: 10.15640/jpbs.v8n2a4