Language Learning as a Non-Pharmacological Intervention in Older Adults with (Past) Depression

Abstract

Background: Language learning has been proposed as a non-pharmacological intervention to promote healthy aging. This intervention has not been studied in older adults with a history of depression, who experience high prevalence of cognitive dysfunction. This small-scale study was the first to investigate the potential efficacy of language learning in older adults with (past) depression. Methods: Data on psychosocial well-being, cognitive functioning, and language outcomes were collected in nineteen participants with (past) depression (M = 69.7 years old, SD = 2.9; 79% women, 21% men) and a control group of fifteen older adults without depression in the past 25 years (M = 70.1 years old, SD = 3.8; 60% women, 40% men). Data were collected before, immediately after, and four months after completing a three-month language course. Results: Participants with (past) depression showed significant decreases in apathy, social loneliness, and cognitive failures, and increases in associative memory and global cognition. The control group improved on associative memory and letter-number sequencing. Both groups improved in linguistic self-confidence and lexical access to English, while the group with (past) depression also improved on listening and speaking proficiency. Conclusions: The intervention had limited benefits for cognition and psychosocial well-being, but (longer) group-based learning interventions may build up social and motivational reserves protecting against morbidity. Research with larger samples and a no-training control sample is needed to further support these findings.