Modifiability of Figural Relations Performance Among Elderly Adults

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Abstract
This study examined the relative efficacy of two figural relations training strategies in improving cognitive performance in healthy, well-functioning elderly individuals (N = 69; aged 62 to 92). Participants were randomly assigned to a no-contact control group (n = 24), a training group that received formal instructions in principles underlying figural relations problem solution (n = 24), or a self-instructed interactive group that received practice with the figural relations training materials but no formal instruction (n = 21). All participants took a pretest battery and posttests on two occasions following training that tapped a variety of cognitive abilities. Planned comparisons indicated that the experimental groups differed significantly from the control group at the first posttest as well as across both posttest occasions on near versus far transfer tasks. However, self-generated strategies for task solution were found to be more durable over time as compared to specific rule training on near versus far transfer.

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