Influência da escolaridade de idosas nos ganhos de função executiva após treino de dupla tarefa

Abstract

Objective Investigate the influence of education levels on gains in executive function after dual-task (DT) training. Method Exploratory study carried-out with 31 old women, who had ≥3 years of education and without cognitive deficits, as screened by the Mini-Mental State (MMS). The participants were distributed in two groups: group 1: 3 to 7 years of education (n=17) and group 2: ≥8 years of education (n=14). Measures of executive function (Stroop, Addenbrooke’s Cognitive Examination - Revised (ACE-R), and Trail Making Test – B (B-Trails)) were obtained before and after training. The intervention protocol consisted of three weekly sessions of 50 minutes each and included cognitive and motor DT training, associated with walking, over 12 weeks. Results ANOVA indicates that DT training improved the performance of Stroop (F=5.95; p=0.02) and ACE-R (F=18.33; p<0.0001) tests, regardless of the education level. The effect of the ACE-R test group (F=14.65; p<0.001) and B-Trails (F=18.74; p<0.001) was verified. In none of the investigated tests, the interaction effects between groups and time (0.04<F<2.14; 0.15<p<0.95) was observed. Conclusion DT training has the potential to generate effects and can positively improve the executive function of older women, regardless of educational level and may be used within clinical practice, aiming at improving executive function.