Stuck in the mud: time for change in the implementation of cognitive training research in ageing?

Over the past two decades, within the field of healthy ageing and dementia prevention there has been a substantial growth of interest in the potential of cognitive training (CT) interventions (see Figure 1). Whilst various studies have employed different methodologies, generally the term refers to programs which provide theoretically driven skills and strategies, involving guided practice on tasks reflecting specific cognitive functions (Mowszowski et al., 2010). The focus of such interventions is to improve functioning of particular cognitive skills such as memory, working memory, attention, and executive functions, as decline in these or other cognitive domains may lead to functional impairment in day-to-day activities as well as contribute to reduced quality of life and disability (Salthouse, 2004). Improvements in these cognitive abilities may lead to more effective or independent functioning and may be instigated through various CT approaches including repetitive computerized exercise, pen and paper tasks, and clinically-driven strategy learning.