Aging is associated with brain changes and cognitive decline (i.e. memory, cognitive speed and executive functions) that limit older adults’ functional capability. Cognitive training is frequently administered to slow the progressive cognitive decline and enhance cognitive performance in old age. The aim of this study is to investigate the impact of multi-cognitive training combining memory strategy training with executive function training versus full-time memory strategy training on memory performance (and other cognitive functions) in healthy older adults with the same training time consumption. A total of 40 well-functioning adults aged 60 years and older (mean age=68.3, SD=4.37, range=60 to 76) participated in the research. Participants were divided into Memory Strategy Training Group (M group; N=20) or Multi-cognitive Training Group (EF & M group; N=20).The training program was administered by groups of 6－8 participants. The intervention format was identical for both training groups. There were three training sessions per week, lasting approximately 60 min each. Sixteen sessions were held in total. Participants in M Group received 16-session memory strategy training only. Participants were instructed to use “method of loci” and “face-name technique”. In EF & M group, the former 8 sessions included EF training in terms of computer-based updating and switching training performed equally in time. During the last 8 sessions EF & M group received memory strategy training as the one in the former 8-session training in M group. All participants were individually tested at pretest, mid-test (immediately after 8 sessions), Posttest 1 (immediately after completing the training program) and Posttest 2 (4 months after completion of training). Our results revealed that: a) there were no reliable group differences of training gains on memory performance; b) the two groups improved mnemonic application equally in nontrained memory task; c) EF & M group led to better enhancement in executive functions and working memory comparing to M group; d) there were no reliable group differences of performance gains on cognitive speed and language; e) EF & M group lost significant performance improvements in one of the two strategy practiced tasks (wordlist task) and working memory task, and M group lost the improvement in language task. The other performance improvements in both groups were maintained in Posttest 2. In sum, when consuming the same amount of training time the strength of multi-cognitive training is resulting in training gains in a wider variety of cognitive domains than full-time memory strategy training. However, if focusing on improving memory skills, full-time memory strategy training would be more appropriate.
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