One day, our brains won't work the way they used to. It will become more and more difficult for us to learn new skills, and at some point it will become completely impossible - and nothing can be done about it. "Not so," say Rachel Wu of the University of California, Riverside and her colleagues at Johns Hopkins University and the University of Rochester.
They argue that cognitive decline is not so much an inevitable developmental stage as the result of the learning habits and strategies we use throughout our lives. The description of the hypothesis was published in the journal Human Development.
Scientists have presented a new conceptual model called Cognitive Agility across the Lifespan via Learning and Attention (CALLA). “We argue that over the course of your life, you go from 'all-round learning' (when an infant or child learns many skills at once) to 'specialized' (becoming an expert in a particular field) when you start a career , and this leads to deterioration cognitive abilities, says Wu. "At first, it only applies to some unfamiliar situations, but in the end it manifests itself in familiar situations."
The authors of the work believe that if scientists consider cognitive aging as a result of development, they can develop approaches that will significantly improve the lives of older people. The researchers note that not only genetic and biological factors, but also the so-called "intellectual involvement", that is, activities that require mental effort and the development of new skills, affect the preservation of cognitive abilities. Whether it's photography, programming, or exercise with older people, scientists are trying to stimulate all-round development of their brains - so why not take advantage of the “all-around learning” strategies used in childhood?
Building on previous work on intellectual engagement and learning, researchers have formulated factors that stimulate all-round development in childhood and may be applicable in old age:
Learning based on new information (as opposed to learning based on existing knowledge) and openness to it, no bias;
Individualized learning according to the principle "from simple to difficult" (access to teachers and mentors who guide the learning process);
Growth mindset (the belief that abilities develop if you put in enough effort)
An “indulgent” environment (that is, one that allows you to make mistakes and fail);
Serious commitment to learning (learning is not just a hobby, but a “matter of survival”, a willingness to overcome difficulties);
Learning several skills at once.
The authors argue that our intellectual engagement gradually declines as we grow up, prepare for work and defense, and choose a particular specialization. According to them, 6 factors of intellectual engagement can improve brain function not only in children, but also in adults. “We hypothesize that applying these 6 factors could improve cognitive functioning in older adults to an extent that surpasses the currently known limitations,” the scientists write.
Wu notes that the transition from all-round education to specialization is natural. As a rule, it occurs at the moment when we start our careers - at this moment our cognitive aging begins. As we master the profession, we are more and more effective in the familiar environment of everyday life, but rarely find ourselves in new situations. “We have yet to test our theory with concrete studies, but it is based on data collected over fifty years of scientific research,” says Wu. “What I want adults to take away from this research is that they CAN learn many new skills at any age. It just takes time and persistence."
They argue that cognitive decline is not so much an inevitable developmental stage as the result of the learning habits and strategies we use throughout our lives. The description of the hypothesis was published in the journal Human Development.
Scientists have presented a new conceptual model called Cognitive Agility across the Lifespan via Learning and Attention (CALLA). “We argue that over the course of your life, you go from 'all-round learning' (when an infant or child learns many skills at once) to 'specialized' (becoming an expert in a particular field) when you start a career , and this leads to deterioration cognitive abilities, says Wu. "At first, it only applies to some unfamiliar situations, but in the end it manifests itself in familiar situations."
The authors of the work believe that if scientists consider cognitive aging as a result of development, they can develop approaches that will significantly improve the lives of older people. The researchers note that not only genetic and biological factors, but also the so-called "intellectual involvement", that is, activities that require mental effort and the development of new skills, affect the preservation of cognitive abilities. Whether it's photography, programming, or exercise with older people, scientists are trying to stimulate all-round development of their brains - so why not take advantage of the “all-around learning” strategies used in childhood?
Building on previous work on intellectual engagement and learning, researchers have formulated factors that stimulate all-round development in childhood and may be applicable in old age:
Learning based on new information (as opposed to learning based on existing knowledge) and openness to it, no bias;
Individualized learning according to the principle "from simple to difficult" (access to teachers and mentors who guide the learning process);
Growth mindset (the belief that abilities develop if you put in enough effort)
An “indulgent” environment (that is, one that allows you to make mistakes and fail);
Serious commitment to learning (learning is not just a hobby, but a “matter of survival”, a willingness to overcome difficulties);
Learning several skills at once.
The authors argue that our intellectual engagement gradually declines as we grow up, prepare for work and defense, and choose a particular specialization. According to them, 6 factors of intellectual engagement can improve brain function not only in children, but also in adults. “We hypothesize that applying these 6 factors could improve cognitive functioning in older adults to an extent that surpasses the currently known limitations,” the scientists write.
Wu notes that the transition from all-round education to specialization is natural. As a rule, it occurs at the moment when we start our careers - at this moment our cognitive aging begins. As we master the profession, we are more and more effective in the familiar environment of everyday life, but rarely find ourselves in new situations. “We have yet to test our theory with concrete studies, but it is based on data collected over fifty years of scientific research,” says Wu. “What I want adults to take away from this research is that they CAN learn many new skills at any age. It just takes time and persistence."
