The Combination of a strategic-based memory training with musical improvisation interventions

Developing countries are facing an important demographic challenge with the growing elderly population. Ageing is often synonymous with cognitive decline, which can make older adults dependent on society. The literature has, for this reason, investigated several non-pharmacological, non-invasive, and low-cost interventions such as process-based and strategy-based memory trainings. These trainings produced cognitive performance gains and transfer to everyday tasks. Additionally, the research highlighted that other factors such as motivation, emotional processes, and social cues were of importance in maintaining the training gains. Alternatively, music cognitive trainings revealed several cognitive, emotional, and engagement benefits by working with emotional, social, and cognitive cues. Consequently, the present study aimed to measure the advantages of a combined strategic-based and a musical improvisation intervention on cognition, engagement, and motivational level. Due to the actual pandemic, the aims had to be reconsidered and refocused on the engagement and motivational aspects alone. Thirty-five older adults (aged 56 to 84) were involved in a simple three-session strategy-based training or combined with musical improvisation interventions. The strategy-based training relied on a learner-oriented approach. Both of these interventions had proven to be effective in increasing cognitive performances and emotional processes. The result indicated that this combined training did not increase the engagement levels of the participants and that both groups were equally engaged. On the contrary, our results showed a clear preference for the memory training part, in the musical improvisation group. This intervention proved to be suitable for everyone since music expertise and appreciation at baseline did not improve the engagement during the training either. On the other hand, some correlations between cognitive tests at baseline and engagement demonstrated that participants with a higher cognitive performance appreciated the training more. Moreover, some correlations between intrinsic motivation and engagement indicated that participants willing to increase their performance were ready to put more effort, enjoyed the training more, and found more interest in it. Overall, adding a music improvisation to a memory training did not produce an enhancement in motivation and engagement. However, there is reason to believe that the musical improvisation could contribute to an increase in cognitive performances. Future studies could help shed light on this issue.