Abstract
This study examines the impact of active learning on cognitive function and socioemotional well-being in a diverse aging population, specifically comparing outcomes between American and Latino elders. While research consistently highlights the importance of mental and social engagement for healthy aging, a critical gap exists in understanding how cultural context influences the efficacy of such interventions. This investigation addresses this gap by implementing a three-month, multi-modal active learning program designed to stimulate both cognitive skills and social interaction. A diverse sample of 200 community-dwelling adults, equally divided between American and Latino elders participate. The intervention involves a curriculum of problem-solving tasks, creative projects, and collaborative group discussions. Pre- and post-intervention data are collected using a battery of standardized assessments, including the Mini-Mental State Examination (MMSE) for cognitive function, as well as validated scales measuring life satisfaction, social support, and perceived well-being. We hypothesize that both American and Latino participants will demonstrate significant improvements in both cognitive and socioemotional health. However, we anticipate a notable divergence in the magnitude and nature of these gains. Specifically, due to cultural emphasis on collectivism and strong family ties, Latino elders may show more pronounced improvements in socioemotional measures, such as social connectedness and overall life satisfaction. Conversely, American elders may exhibit greater gains in individual-focused cognitive domains. The findings provide crucial insights for developing culturally-tailored interventions that effectively promote healthy aging, ultimately informing public health policy and clinical practice in a diverse society.
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Economic and Demographic Perspectives on Aging
KEYWORDS
Socioemotional, Actiive learning, Aging, Cognitive
