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Previous issue date: 2016-01-21 / Introduction: Epidemiological studies have shown that practicing, in the course of
life, activities such as studying, working and leisure promotes what science calls
cognitive reserve, a type of brain resilience that makes the individual that has this
property more tolerant to the pathological decline of cognition than others. Studies
have evidence that keeping practicing these activities late in life may increase this
reserve and reduce the risk of Alzheimer's Disease development. Currently, a
modality of cognitive training, neurorehabilitation using video games, has
demonstrated a likely positive effect on different domains of cognition, especially on
memory. Goal: To verify the effect of cognitive training modality, neurorehabilitation using
video games controlled by body movements, on the cognition of elderly individuals
suffering from amnestic Mild Cognitive Impairment (MCI), clustered in three
educational levels, primary, secondary and higher education. Methods: Eighty-nine elderly women suffering from amnestic Mild Cognitive
Impairment (aMCI) completed the intervention period of a cognitive
neurorehabilitation program. The elderly were grouped in three educational levels,
primary, secondary and higher education. Participants were also divided into an
Experimental Group (EG) and Control Group (CG) for each educational level. EG
included 44 participants and CG, 45. The period of cognitive intervention was three
months, 12 weeks, 24 sessions (60 minutes each) twice a week, with total workload
of 24 hours. Cognitive performance was assessed using neuropsychological tests
before and after the 24 intervention sessions. The control group participated in
cognitive performance assessments and meetings with the team of investigators
(psychoeducational lectures). Instruments administered included the 3rd edition of
the Wechsler Memory Scale (WMS III) and the 3rd edition of the Wechsler Adult
Intelligence Scale (WAIS III). Results: A two-way repeated measures ANOVA demonstrated the interaction
between session, education and group. Cognitive intervention improved the
performance of the elderly with primary education in all memory measures of the
WMS III; whereas the performance of the elderly with secondary education improved
in some memory measures, such as immediate and delayed auditory memory,
immediate memory, and general memory. There is no improvement on performance in memory measures of the elderly group with higher education. The intervention did
not change the performance of volunteers in the WAIS III intelligence measures to
which participants were subjected. Conclusion: Findings demonstrated that the benefit found in the performance in all
memory measures for elderly women with primary education resulted from the plastic
stimulation promoted by the cognitive training period, cognitive tasks using video
games, therapeutic setting of the cognitive training program and, especially, the
motivation of participants to learn during aging. The combination of all these
variables led to new experiences and learning for the elderly. The findings suggest
that the improvement in performance in the ability of the memory of elderly women
with basic education be assimilated to the performance of the elderly participants
with a higher education level. We can conclude that the new experiences and
motivation alert brought about by the opportunity to learn promoted the consolidation
of learning in volunteers with a lower educational level. / Introdu??o: Estudos epidemiol?gicos t?m demonstrado que praticar ao longo da
vida atividades como estudo, trabalho e lazer promovem o que a ci?ncia denomina
de reserva cognitiva, uma forma de resili?ncia cerebral que torna o indiv?duo que a
possui mais tolerante ao decl?nio patol?gico da cogni??o do que outros. Estudos
evidenciam que manter a pratica destas atividades tardiamente na vida pode
aumentar esta reserva e reduzir o risco de desenvolvimento da Doen?a de
Alzheimer. Atualmente, uma modalidade de treino cognitivo, a neuro reabilita??o
com o uso de jogos de v?deo game tem demonstrado potencial efeito positivo em
diferentes dom?nios da cogni??o, em especial na mem?ria. Objetivo: Verificar os efeitos de uma modalidade de treino cognitivo, a neuro
reabilita??o com o uso de jogos de v?deo game controlados por movimento corporal
na cogni??o de idosos portadores de Comprometimento Cognitivo Leve tipo
amn?sico (a CCL) agrupados em tr?s n?veis educacionais ensino fundamental,
m?dio e superior. M?todos: 89 idosas portadoras de Comprometimento Cognitivo Leve tipo amn?sico
(aCCL) completaram o per?odo de interven??o de um programa de neuro
reabilita??o cognitiva. As idosas foram agrupadas em tr?s n?veis educacionais
fundamental, m?dio e superior. As participantes, tamb?m, foram divididas em Grupo
Experimental (GE) e Grupo Controle (GC) para cada n?vel educacional. O GE contou
com 44 participantes e o GC com 45. O per?odo da interven??o cognitiva foi de 3
meses, 12 semanas, 24 sess?es (60 minutos cada) por 2 vezes/semana com carga
hor?ria total de 24 horas. Foram realizadas avalia??es de desempenho cognitivo
com testes neuropsicol?gicos antes e ap?s as 24 sess?es de interven??o. O grupo
controle participou das avalia??es de desempenho cognitivo e de encontros com o
time de pesquisadores (palestras psicoeducativas). Os instrumentos administrados
inclu?ram a Escala Wechsler de Mem?ria 3? Ed. (WMS III) e a Escala Wechsler de
Intelig?ncia para adultos 3? Ed. (WAIS III). Resultados: ANOVA de duas vias mais medidas repetidas demonstra intera??o
entre sess?o, educa??o e grupo. A interven??o cognitiva melhorou o desempenho
das idosas com ensino fundamental em todas as medidas de mem?ria da Escala
Wechsler de Mem?ria 3? ed. (WMS III). Por outro lado, a interven??o cognitiva
melhorou o desempenho das idosas com ensino m?dio em algumas medidas de mem?ria como, mem?ria auditiva imediata e tardia, mem?ria imediata e mem?ria
geral. E n?o h? melhora no desempenho em medidas de mem?ria no grupo de
idosas com ensino superior. A interven??o n?o alterou o desempenho das
volunt?rias em medidas de intelig?ncia da Escala Wechsler de Intelig?ncia 3? ed.
(WAIS III) as quais as participantes foram submetidas. Conclus?o: Os achados demonstram que o benef?cio encontrado no desempenho
em todas as medidas de mem?ria para idosas com ensino fundamental foram
resultantes da estimula??o pl?stica promovida pelo tempo de treino cognitivo, pelas
tarefas cognitivas dos jogos de v?deo game, pelo setting terap?utico do programa de
treino cognitivo e principalmente pela motiva??o das participantes em aprender no
envelhecimento. Todos esses fatores em conjunto promoveram novas experi?ncias
e aprendizagens para as idosas. Os achados sugerem que a melhora no
desempenho na habilidade de mem?ria das idosas com ensino fundamental pode
ser equiparado ao desempenho das idosas participantes com escolaridade mais
alta. Podemos concluir que as novas experi?ncias e o alerta motivacional gerado
pela oportunidade de aprender promoveram a consolida??o do aprendizado nas
volunt?rias com baixo n?vel educacional.
| Identifer | oai:union.ndltd.org:IBICT/oai:tede2.pucrs.br:tede/6621 |
| Date | 21 January 2016 |
| Creators | Assis, Simone Aparecida Celina das Neves |
| Contributors | Izquierdo, Ivan Ant?nio, Pinho, M?rcio Sarroglia, Schwanke, Carla Helena Augustin |
| Publisher | Pontif?cia Universidade Cat?lica do Rio Grande do Sul, Programa de P?s-Gradua??o em Gerontologia Biom?dica, PUCRS, Brasil, Instituto de Geriatria e Gerontologia |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/doctoralThesis |
| Format | application/pdf |
| Source | reponame:Biblioteca Digital de Teses e Dissertações da PUC_RS, instname:Pontifícia Universidade Católica do Rio Grande do Sul, instacron:PUC_RS |
| Rights | info:eu-repo/semantics/openAccess |
| Relation | 4438661476953179033, 600, 600, 600, 2296420844541114010, -969369452308786627 |
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