Investigating Adherence to Technology-Based Cognitive Interventions with the Potential to Slow or Reverse Cognitive Decline Associated with Aging

• Other Authors: Harrell, Erin Renee (author)
• Format: Others
• Language: English; English
• Published: Florida State University
• Subjects: Psychology
• Online Access: http://purl.flvc.org/fsu/fd/2019_Fall_Harrell_fsu_0071E_15527

The aim of this study was to determine the effectiveness of two theory-based strategies to promote cognitive training adherence among older adults over an extended period. Strategies either: (a) incorporated elements of implementation intention formation or (b) positive message framing, both of which have been found to promote adherence to health-behaviors in other domains. Participants were asked to engage in technology-based cognitive training at home comprised of seven neuropsychological tasks that were gamified (the Mind Frontiers software program) while adherence was monitored across two phases. The focus of this thesis is Phase 1. In Phase 1 (structured), participants were provided with a recommended adherence schedule that required them to engage in an hour of cognitive training for five days out of the week over two months. In Phase 2 (unstructured), participants were allowed to engage in as little or as much training as they wanted for one month. In general, adherence was adequate, but large variability was observed. Contrary to expectations, neither the implementation intention nor the positive message framing manipulation produced greater adherence relative to a control group. Individual differences did not predict adherence over Phase 1 either. Results confirm that in addition to the domains of medication, exercise, and nutrition interventions, adherence is a challenge within this domain as well, and that adherence can be difficult to improve and predict. Adaptive, technology-based reminder systems may hold more promise compared to traditional behavioral interventions to promote adherence. Phase 2 will examine whether any benefits might be observed when participants were given more freedom to determine their own level of intervention engagement. === A Dissertation submitted to the Department of Psychology in partial fulfillment of the requirements for the degree of Doctor of Philosophy. === 2019 === November 6, 2019. === adherence, aging, cognition, cognitive training, intervention, older adults === Includes bibliographical references. === Walter R. Boot, Professor Directing Dissertation; Valerie Shute, University Representative; Michael Kofler, Committee Member; Michael Kaschak, Committee Member; Neil Charness, Committee Member.