Foreign language training to stimulate cognitive functions

This study presents the results of the training that is part of the doctoral thesis entitled: “Efecto de un entrenamiento lingüístico-cognitivo con lengua extranjera en la frecuencia del fenómeno de la punta de la lengua, las puntuaciones de la memoria de trabajo y en el tiempo requerido para una tarea de velocidad de procesamiento en personas adultas de 40 a 60 años” (Effect of a foreign language cognitive-linguistic training on the frequency of the tip-of-the-tongue phenomenon, working memory scores and the time required for a processing speed task in adults aged 40 to 60 years) under the direction of Mercedes Suárez de la Torre, and the co-direction of Francia Restrepo de Mejía, research professors at the Universidad Autónoma de Manizales, and endorsed by the Bioethics Committee of the same university. In addition, David Facal-Mayo, from the Universidad de Santiago de Compostela, A Coruña, Spain, was a permanent advisorAdult development throughout a lifetime implies a series of changes in systems, including cognitive and linguistic functioning. The aim of this article is to study the effect of foreign language training on linguistic processing, particularly the frequency of the tip-of-the-tongue (TOT) phenomenon and on other cognitive processes such as processing speed and working memory in adults aged 40 to 60 years. Sixty-six healthy Colombian teachers were enrolled in this study. They were then randomly divided into an experimental group (33 healthy adults who underwent a four-week training period) and a passive control group (33 healthy adults who did not undergo any training). All participants performed induction tasks for the TOT phenomenon, working memory and processing speed before and after the four weeks. Results showed more of an effect in the semantic access, phonological access and processing speed measures with a better performance in the experimental group than in the control group. In Colombia, this type of training is still new and little is known to date about programs to prevent cognitive impairments. The need to conduct more studies confirming or refuting these findings is discussed, thus raising awareness about the extent of this type of training to increase the linguistic and cognitive performance of adultsS