Compared to a century ago, we live much longer lives. Living longer, however, is not necessarily synonymous with high quality of life. Many older-age specific illnesses pose a threat to healthy aging, one of which is late-life depression (LLD). Prevalence of this mood disorder is substantial, with a review reporting depression in up to 9.4% of community dwelling older adults (Djernes, 2006). While LLD understandably negatively impacts quality of life, it is also associated with worsened performance in nearly all cognitive functions. This often persists even after the remission of mood symptoms (Bhalla et al., 2006).
It has been suggested that foreign language learning trains the same cognitive processes that are affected in aging and LLD. Specifically, the newly learned language may interfere with the mother tongue, which requires cognitive flexibility to solve (Kroll et al., 2015). Additionally, learning in a classroom-based setting can lead to an increased sense of autonomy (Pfenninger & Polz, 2018), and the learning process itself may be a rewarding experience (Matsumoto, 2019); these factors may contribute to increased well-being.
The present study compares the effects of a foreign language learning course on cognition and well-being in older adults with and without a history of depression. Participants took part in a three-month language intervention between 2021 and 2022. The intervention consisted of online classes every other week, and 45 minutes of independent study per day for five days a week. Changes in cognitive functioning and well-being were measured immediately before and after the course using a variety of neuropsychological tests (e.g., WAIS subscales), questionnaires (e.g., Geriatric Depression Scale) and behavioral tasks (e.g., Color-Shape Switch task). Additionally, a retention test was done four months post-intervention. During the intervention, motivation, progress, and mood were measured weekly in a participant diary.
We expect improvements in cognitive functioning and well-being for both groups. However, we expect larger improvements in the older adults with a history of depression, since language learning could stimulate those areas of cognitive functioning and well-being that are negatively affected.
References
Bhalla, R. K., Butters, M. A., Mulsant, B. H., Begley, A. E., Zmuda, M. D., Schoderbek, B., ... & Becker, J. T. (2006). Persistence of neuropsychologic deficits in the remitted state of late-life depression. The American journal of geriatric psychiatry, 14(5), 419-427.
Djernes, J. K. (2006). Prevalence and predictors of depression in populations of elderly: a review. Acta Psychiatrica Scandinavica, 113(5), 372-387.
Kroll, J. F., Dussias, P. E., Bice, K., & Perrotti, L. (2015). Bilingualism, Mind, and Brain. Annual Review of Linguistics. https://doi.org/10.1146/annurev-linguist-030514-124937
Matsumoto, D. (2019). Exploring third-age foreign language learning from the well-being perspective: Work in progress. Stud. Self-Access Learn. J, 10, 111-116.
Pfenninger, S. E., & Polz, S. (2018). Foreign language learning in the third age: A pilot feasibility study on cognitive, socio-affective and linguistic drivers and benefits in relation to previous bilingualism of the learner. Journal of the European Second Language Association, 2(1), 1. https://doi.org/10.22599/jesla.36
