Collection of Best Practices and Exercises

Collection of Best Practices
and Exercises
Exp. N: 143087LLP120081-ESGRUNDTVIG - GMP
MINDWELLNESSPROJECT:ImprovementLearningCapacitiesand
MentalHealthofElderPeople
Collection of Best Practices and Exercises
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TABLE OF CONTENTS
AUTHORS INFORMATION ..................................................................... 9

1. INTRODUCTION11
2. THE AIM OF THE PROJECT AND THE PARTICIPATING PARTNERS ..................... 13
3. THE COLLECTION PROCESS ............................................................. 14
3.1ProblemsintheCollectionProcess..................................................................................................................................15
3.2ConnectionbetweenWP2andWP3andtheAddedValueoftheCollectionProcesstothePartners15
4. ABOUT MENTAL TRAINING ............................................................... 17

5. RECOMMENDATIONS FOR THE DEVELOPMENT OF THE TEACHING MATERIAL ....... 19
6. CONCLUSIONS ........................................................................... 21
7. INDEX AND CLASIFICATION..22
8. COLLECTION OF BEST PRACTICES AND EXERCISES...... 27
Memory ...................................................................................... 27
1.SelfRegistryofDailyOversightsI..............................................................................................................27
2.SelfRegistryofDailyOversightsII.............................................................................................................28
3.SelfRegistryofDailyOversightsIII...........................................................................................................29
4.FacesandNamesI:AssociationExercise..................................................................................................31
5.FacesandNamesII:AssociationExercises+SpaceMemory................................................................32
6NumberandConceptsAssociationI...........................................................................................................33
7.NumberandConceptsAssociationII.........................................................................................................35
8.ImagesandConceptsAssociation...............................................................................................................37
9.ListofWordsGroupingI..............................................................................................................................38
10.ListofWordsGroupingII...........................................................................................................................39
11.MyTown.MyHouse....................................................................................................................................41
12.AttentionandVisualMemoryExercises.................................................................................................42
13.ReadingComprehensionExercisesandShortTermMemory............................................................43
14.DateRemembering:LongTermMemory...............................................................................................45
15.MemoryXLMemoryTrainer.....................................................................................................................46
16.Puttingwordsinorder...............................................................................................................................47
17.Countingimages..........................................................................................................................................48
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18.Completingwords.......................................................................................................................................49
19.RememberingwordsI................................................................................................................................50
20.RememberingwordsII...............................................................................................................................51
21.RememberingwordsIII.............................................................................................................................52
22.Rememberingimages.................................................................................................................................53
23.Readingandremembering........................................................................................................................54
24.Rememberingseriesofnumbers.............................................................................................................55
25.Namingimages.............................................................................................................................................56
26.MethodofLoci..............................................................................................................................................57
27.HideandRevealthePuzzle........................................................................................................................60
28.MemoryCalendar........................................................................................................................................61
29.MemoryTest.................................................................................................................................................63
30.Rememberingnumbers..............................................................................................................................65
31.Rememberingnamesandfaces:Photos..................................................................................................67
32.Techniquetoimprovethememorybylinking......................................................................................69
33.ALTROCONSUMO.........................................................................................................................................71
34.Englishfortravelling...................................................................................................................................72
35.Incompleteproverbs..................................................................................................................................73
36.VerbalFluencyI:ChainofWords.............................................................................................................74
37.VerbalFluencyII..........................................................................................................................................75
38.VerbalFluencyIII........................................................................................................................................76
39.VerbalFluencyIV:IncompleteWords.....................................................................................................77
40.TheTowersofHanoi...................................................................................................................................78
41.EntangledObjects........................................................................................................................................81
42.CardGamesTournamentsandBoardGamesWorkshops...................................................................85
43.CrosswordPuzzle.(willbeadded).........................................................................................................86
44.Playwiththewords....................................................................................................................................87
45.Universityofthe3rdAgeWebsite...........................................................................................................88
46.ABCPc.Website...........................................................................................................................................89
47.MeetingofGenerations..............................................................................................................................90
48.UTWCoursesOnLine..................................................................................................................................91
49.KlubSeniora.KlubSenior..........................................................................................................................92
50.Memoryasautobiography.........................................................................................................................93
51.TwoinOne....................................................................................................................................................94
52.LaCaixa.ClubEstrella.................................................................................................................................97
53.LearningEnglishwithBBC......................................................................................................................101
54.Music............................................................................................................................................................102
55.Memorybox................................................................................................................................................103
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56.TheOldTown:Memorymediation........................................................................................................104
57.Memorydance............................................................................................................................................105
58.FactSheets..................................................................................................................................................106
59.CombiQuestions........................................................................................................................................107
60.Questionsforreflecting............................................................................................................................108
61.SenioresOnLine........................................................................................................................................109
62.TEKNOTREIstitutodiCultura.............................................................................................................110
63.AssociazioneNazionaledelleUniversitdellaTerzaEtUNITREUniversitdelle3et........111
64.MemorisingPictures.................................................................................................................................113
65.MindFit........................................................................................................................................................114
66.PerceptionTraining..................................................................................................................................121
67.MATMentalesAktivierungsTraining(MentalActivationTraining)..............................................122
68.Recognizingfootstepsofanimals...........................................................................................................123
69.TAICHIChuan............................................................................................................................................124
70.QiGONG........................................................................................................................................................125
71.Memory.......................................................................................................................................................126
72.HAPPYneuron.............................................................................................................................................127
Inductive Reasoning ...................................................................... 132

73.WordRecognitionTraining.......................................................................................................................................132
74.RepeatedWords.............................................................................................................................................................133
75.NumberGroups..............................................................................................................................................................134
76.AttentionExerciseI......................................................................................................................................................135
77.AttentionExerciseII.....................................................................................................................................................136
78.CreativeThinkingPuzzles.........................................................................................................................................137
Processing .................................................................................. 138

79.Rotaball..............................................................................................................................................................................138
80.Labyrinth...........................................................................................................................................................................139
81.ThinkingQuickly............................................................................................................................................................140
82.MentalCalculation.........................................................................................................................................................145
83.NumberPatternTraining...........................................................................................................................................146
84.Signfinder.........................................................................................................................................................................147
85.Puzzle..................................................................................................................................................................................148
86.StoriesaboutJesus........................................................................................................................................................149
87.Pianoplayer.....................................................................................................................................................................150
88.MemorySprint................................................................................................................................................................151
89.Memorywithanimals..................................................................................................................................................152
90.HUMATH..........................................................................................................................................................................153
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91.HighNumber...................................................................................................................................................................154
92.ClockSpin..........................................................................................................................................................................155
93.BlockCount......................................................................................................................................................................156
94.Sudoku,KillerSudoku,Battleships,Futoshiki..................................................................................................157
95.WordSearch.....................................................................................................................................................................165
96.SpatialBoxFolding.......................................................................................................................................................166
97.CreativityExercise........................................................................................................................................................167
98.ConcentrationTest:StroopTest.............................................................................................................................170
99.ShapeCounting...............................................................................................................................................................171
100.VisualReflection..........................................................................................................................................................173
101.NumberPyramid.........................................................................................................................................................175
102.MentalArithmetic.......................................................................................................................................................177
103.PaintingWorkshops..................................................................................................................................................178
Concentration ............................................................................. 179

104.Linking.............................................................................................................................................................................179
105.WordFindingPuzzleI...............................................................................................................................................180
106.Proportions....................................................................................................................................................................181
107.OutsidersInsiders...................................................................................................................................................182
108.Whatstheoppositeof...?.........................................................................................................................................183
109.Whatsthedifference...?...........................................................................................................................................184
110.Buildinghierarchies...................................................................................................................................................185
111.LogicStories..................................................................................................................................................................186
112.TripleSelection............................................................................................................................................................187
113.TrueorFalse.................................................................................................................................................................188
114.Anagram..........................................................................................................................................................................189
115.WordFindingPuzzleII.............................................................................................................................................190
116.WordAcrobatics..........................................................................................................................................................191
117.CompletingWordpairs,proverbsandphrases.............................................................................................192
118.Triangle...........................................................................................................................................................................193
119.CatchtheLadybug......................................................................................................................................................194
120.SplitWords....................................................................................................................................................................198
Perception ................................................................................. 202

121.CornerPerception......................................................................................................................................................202
122.PicturePuzzles.............................................................................................................................................................203
123.AuditoryExercise........................................................................................................................................................205
124.TouchExercise.............................................................................................................................................................206
125.SmellExercise...............................................................................................................................................................207
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126.TasteExercise...............................................................................................................................................................208
127.ShapeDividing..............................................................................................................................................................209
128.ShapeRotating.............................................................................................................................................................211
129.ShapeandSpaceTraining.......................................................................................................................................213
130.VisualImagination......................................................................................................................................................214
131.DictionarySearch........................................................................................................................................................216
132.LASCATOLADEINUMERINUMBERSBOX.................................................................................................218
133.LATOMBOLABINGO.............................................................................................................................................219
134.SeniorseAcademy....................................................................................................................................................220
135.MagazineFactory........................................................................................................................................................221
136.Provideinformationabouttheplasticbrain/networksinthebrain/factsaboutthemirror
neurons/storageofmemories/effectoflifestylesandemotionalpersonalissuesofthe
participants.............................................................................................................................................................................223
ANNEX 1: REPORT ON WP3 DATA COLLECTION IN HUNGARY WITH AN OUTLOOK TO THE

INTERNATIONAL SCENE .................................................................... 226
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AUTHORS INFORMATION
SPAIN
JaioneSantosandMaiteMoreno
XXIINVESLAN,Euskalduna111dcha,48008Bilbao(Vizcaya),SPAIN
Tel.:+34944703670,email:j.santos@inveslan.com
AUSTRIA
Mag.(FH)ChristinaKunter
VolkshilfeSteiermarkInstitutConnect,GstingerStrasse213,8051Graz,AUSTRIA
Tel.:+43676870833020,email:christina.kunter@stmk.volkshilfe.at
GERMANY
Dr.GerdZimmer
InstitutfrProjektbegleitungundKompetenzentwicklungprokompetenze.V.,
ImWinkel53,D18059Rostock,GERMANY
Tel.:+493814006082,email:info@prokompetenz.de
DENMARK
BodilMygindMadsen,MA
AarhusSocialandHealthCareCollege,OlofPalmesAlle35,8200rhusN,DENMARK
Tel.:+4523261290,email:sskabmm@sosuaarhus.dk
ESTONIA
TiinaJuhansoo,MD,PhD,ViceRectorofDevelopmentandForeignRelations
TallinnHealthCareCollege,Knnu67,13418,Tallinn,ESTONIA
Tel.:+3726711730;+3725164866,email:tiina.Juhansoo@ttk.ee
AnneEhasalu,RN,MA,LectureroftheNursingChair
Tel.:+3726711738,email:anne.Ehasalu@ttk.ee
MerikeKravets,TeacheroftheCareWorkers
Tel.:+3726711738,email:merike.Kravets@ttk.ee
HUNGARY
EnikNagy
TrebagPropertyandProjectmanagementLtd,09Kossuth;2094Nagykovcsi,HUNGARY
Tel.:+3626555221,email:pkovesd@trebag.hu
ITALY
PaolaGargano(Masterdegreelaw)
S&Tsoc.coop.ViaPo40,10123Torino,ITALY
Tel.:+390118126730,email:p.gargano@setinweb.it
POLAND
AnnaGrabowska,PhD
PROMEDCoLtd.,ul.DolneMigowo16C,80282Gdansk,POLAND
Tel.:+48601329795,email:anka.grabowska@gmail.com
UNITEDKINGDOM
BruceMacdonaldStockley,PhD
PointEuropa,TheManse,GarrettStreet,Cawsand,Cornwall,PL101PD,UNITEDKINGDOM
Tel.:+441752822444,email:bruce.stockley@pointeuropa.org
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INTRODUCTION.
DearMindWellnesscolleagues:PleaselookatthisfirstversionoftheWP3reportasadraftwearegoing
todiscussatourpartnermeetinginTallinn.Itisopenforanycomments,suggestionandnewinputsthat
canleadtoimprovements.
The report is a product we should use as a tool in our work with the development of our own training
material. From the inspiration and ideas we get from the many examples, we will create our own
examples.
Forpracticalreasonstheexamplesarecollectedinoneseparatepart,part2.Weconsiderthemeasierto
handle when they are separated from the description of the collection of the examples, from the more
generalcommentsandconsiderationsofthepartnersandfromtheconclusion.
At the partner meeting in Bilbao in February it was discussed what to collect and how to collect.
Furthermore,atthattimewedidnothaveaclearpictureofthedifficultieswewouldmeetinthedifferent
countries.
Inthebeginningofthecollectionphase,therewasaperiodwithgreatuncertaintyandevenfrustration
about the task and it now it has become very clear that some partners have delivered many exercises,
otherslessandasyoucansethattheexercisesareverydifferent.Anyway,wehaveendedupwithabig
amountofexamplesofbestpracticeverygoodexamples.
Todecidewhattodowithalltheexampleswasnotaneasymatter!
Manypartnersmadethemselvesdivisionsingroupsandcategories:
The British partner, for instance made this classification of their examples: 1) Verbal/linguistic, 2)
Numerical,3)Logical,4)Memory,5)LateralandCreativeand6)Spatial(2D&3D)
The Spanish partner divided their practices into two groups: 1): Mental Training Practices which are
usuallydevelopedinfacetofacetrainingbyadulttrainingexpertsand2)MentalTrainingWebsitesand
Software which are available on the Internet. The Hungarian partner suggested : 1) online games 2)
gamesrelatedtoascience3)exercisesforimprovingmentalcapacity.Justtomentionafewexamples
Each categorisation makes sense in its own context but to find meaningful categories for the whole
collectionwassomethingelse.Furthermore,thedecisionaboutthisisinfactnotthetaskofonepartner
butthetaskofthewholepartnership,asitiscloselyrelatedtothedecisionaboutHOWwewillusethese
exercises in our future work. Therefore, we have kept the examples in their raw form, and only
categorised and listed them after what they are primary stimulating starting with stimulation of single
functionandafterthatthecombinationofonefunctionwithotherfunctions.
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Inthebeginningofpart2,youfindalistofalltheexercises..
Somepartnershavemanyreferencestoliteratureaboutthetopic.Wecouldalsohavemadealistofallthe
literature and the relevant websites mentioned. Many partners listed as well all the new contacts they
havegotinconnectionwiththecollectionand/ortheylistedingeneralallinstitutionsandorganizations
dealingwithelderly,withgerontologyorwithmentalfunctionsanddysfunctionsandwithorganization
providingmentaltraining.Wecouldalsohaveaddedsuchalisttothereport.
Toourmindhowever,thisreportservesaconcreteandaverypracticalpurposetobethedirectsource
of inspiration for the development of our own examples. That is why the focus is on the examples
themselves and on the considerations made by the partners, which should be kept in mind in the
developmentphase.
Itisofcoursestillanoption tomaketheabovementionedlistsifwefinditusefulforourpurposeand
decidetodosoinTallinn.
The Hungarian partner has written an article in connection with the collection of examples and as the
article contains many interesting information about our topic and some aspects that we maybe should
discussatthemeetinginTallinn,wehavedecidedtoincludeitinthereportasanannex.
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THE AIM OF THE PROJECT AND THE PARTICIPATING PARTNERS
The European Union is characterised by the progressive ageing of population in all of the member
countries.Consideringthissituationandthescientificproofthatintellectualstimulationhelpsinthefight
against dementia, as well as the fact that cognitive training programmes have lasting effects for the
intellectualperformanceofadults,theMindWellnessProjectaimsatelaboratingatrainingtoolthatwill
promoteintellectualstimulationofpeopleover50,makingeducationforadultssomethingfunandmore
attractive,whichwillcontributetothemotivationoftrainees.
Intheframeworkoftheprojectthepartnersintendtotrainthe3cognitiveabilities:memory,inductive
reasoning and processing. The target group for the training is elderly people (50+) who are ready and
willingtotraintheirmind.
As a first step, the partners investigated the national situation in their country and afterwards, they all
collectedexamplesofbestpractices,goodexamples,andexercisesintheircountries.Thecollectionofbest
practicespart2ofthisreportwillbethebasisofthedevelopmentofawebbasedinteractiveteaching
material,whichisthemainoutputoftheproject.
Thetwelvepartnersthattakepartintheprojectare:
1. UGTEuskadi(Spain)ProjectPromoter
2. INVESLAN(Spain)ProjectCoordinator
3. VolkshilfeSteiermark(Austria)
4. procompetence(Germany)
5. rhusSocialandHealthCareCollege(Denmark)
6. TallinnHealthandCareCollege(Estonia)
7. TREBAGPropertyandProjectManagement(Hungary)
8. UniversityofPcs(Hungary)
9. S&T(Italy)
10. PROMED(Poland
11. PointEuropa(UnitedKingdom)
12. ARIADNEHess(Switzerland)
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THE COLLECTION PROCESS
In the process of collecting, the project partners combined several forms of research and found their
examplesofbestpracticesindifferentways.Notsurprisingly,manyoftheexampleswerefoundbydoing
deskresearchontheinternetandinbooksandmagazines.
Almost all of the partners, however, have also contacted and got information from institutions,
organizations and clubs where elderly people are involved, and institutions and organizations dealing
withtheproblemsofelderlypeopleorgivingsupporttoelderlypeople.
Alsoresearchinstitutes,educationalinstitutionstrainingseniors(privateaswellasnonprofit),societies
of gerontology, associations and organizations dealing with brain training and institutions involved in
relevantLifelongLearningProgramsandotherEUprojects,havebeencontactedbythepartners.Another
formofgettinginformationhasbeentocarryoutinterviewswithelderlypeople,withtrainersandwith
experts(forinstancebrainspecialists).Anothermethodhasbeentotakepartinnationalworkshopsand
conferencesrelatedtothetopic.Oneofthepartnerseventookpartinsomeoftheactivitiespromotedin
ordertounderstandthemethodologiesused
Most of the partners only selected material with a visible reference to scientific research or public
institutions. One of the partners decidedafter havingconsulted a brain specialistand discussed criteria
with her, to concentrate on training material published by members of the national association for
memorytrainingandespeciallyononeofthemostfamouspublications.
TheSwisspartnerhasitsownexperienceasmemorytrainersastheyhaveprovidedmemorytraining
alsoforelderlypeopleforabout17years.
Someofthepartnersmentionthatinthecollectionprocesstheywereawareoffindingexamplesofmental
trainingthatwillbeusefulinthedevelopmentofnewtoolsforbraintraining.
Several partners draw attention to the fact that the examples they have collected are not focused on a
specifictargetgroup.Therefore,differentagegroupsnotonlybyelderlypeoplecanusethem.
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3.1ProblemsintheCollectionProcess
Oneoftheproblemsmentionedbysomeofthepartnerswasthatitwasdifficultoralmostimpossibleto
findexamples.Otherpartnersmentionthatitwasnotdifficultatalltofindexamplesofmemorytraining
on the internet but difficult to find criteria to use when selecting best practices. If you look for brain
training materials youll find hundreds of books and internet websites dealing with this topic but only
littlebackgroundinformationreferringtoit.(Austria)
Or: As a result of the research we found rather confusing information and exercises on the internet.
Almosteverythingthatinvolvessomebrainactivity(andreallyifyouhavetosolveaproblemitincludes
brainactivity)couldbecalledbraintraining(Hungary).
OtherproblemsreferredtobythepartnersarethattheexampleswerenotinEnglishandextractshadto
be translated, that many materials could not been seen for free and the free material tended to be
fragmentaryandthattherewerenoreferencetoscientificbasedsources.
IntheHungarianreportitismentionedthattheassociationsandorganizationsdealingwithbraintraining
aremainlyinvolvedinorganisingtreatmentsandtrainingsformostlyelderlypeoplewithsomealready
developed mental problems and that their experience therefore could only partly be used. However, as
mentionedbythepartnertheseorganisationsseemtobeopenfordevelopingorapplyingmaterialsfor
preventionandtheirexperiencesandmaterialsmighthelpusunderstandtheprocessofmentaldecline
andthusgiveusaidinprevention.
In Spain some training centres, specialized on mental training courses, were contacted but it was not
possible to count with their collaboration. This could be explained by the fact that mental training
courses are mainly provided by private training institutions and they are not very likely to share their
informationandknowledge.(Italy)
3.2TheConnectionbetweenWP2andWP3andtheAddedValueoftheCollectionProcess
tothePartners
MostpartnersfindthattheworkwithWP2helpedthemintheworkwithWP3.Inthenationalreportsit
ismentionedthatinconnectionwiththecollectionphasemostofhepartnersuseddatatheyhadfound
during the work with WP2. They also made use of the contacts in the field of brain training providers
whichtheyhadestablishedinthatphase.WP2wasalsohelpfultogetanintroductiontothegeneraltopic
ofadulteducationandtogettoknowtheeducationalstructuresandexistingorganizationsinthisfield.It
gaveaglobalviewonthepoliciesandonwhatisgoingoninactiveageing.
The partners themselves benefited from the process. They mention that they got information, they got
valuablematerialsforuseinclasseswithstudentsandindifferentkindofcoursesandthattheworkhas
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givenanoverviewofanewfield,ofnewactivitiesandorganizationsandinstitutioninthefieldofmemory
training
The added bonus of the collecting process was a strengthened and widened network for the project
partnercarryingouttheresearchandiswasdisseminationoftheknowledgeaboutandtheinterestfor
theMindWellnessproject.
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ABOUT MENTAL TRAINING
The Spanish partner has some considerations about how to maintain memory among elderly people:
Havinggoodmemoryimplies:a)Puttingattentiontoarelevantstimulus,b)Codifyingit,c)Storingitwith
enoughtracksorcluesandD)Recoveringitinaquickandefficientwayatanymoment.
Asaresult,trainingourbrainineachoftheabovementionedstageswill improveourgeneralmnestic
performance.Stimulation,thecontinuouschallengelifeimposesus,keepsourbrainactiveandagile.Ifthe
stimulationisreduced,manyofourcognitivefunctionsandbrainstructureswillremainunderutilized.
Maintainingagoodmemoryamongelderlypeopleimplies:
1.
Adequatephysicalmaintenance(diet,cardiovascularapparatus,etc...)
2.
Adequatesocialandemotionalmaintenance
3.
Cognitivemaintenance
The British partner remarks that there is no noticeable difference in the brain training activities he
presents in his report for people over 50 years compared to people under 50year. One of the reasons
couldbethatthereisnorealdifferencebetweenthebrainofapersonoverfiftyandapersonunderfifty.
Both may benefit equally from the same trainings. Also the Italian partner mentions thatthere are no
relevantdifferencesintermsofagegroupsinexercisesformemorystimulation,andallthetoolscollected
inItalycanbeappliedtopeopleoverandbelowtheageof50yearsold.
Other partners draw attention to the fact that bad mental condition and a bad memory are not limited
fieldsbutconnectedwithmanyspheresoflifeandthereforetheproblemcannotbesolvedonlywithpure
mental exercises. From the Estonian report: Very important for good memory is the motivation of the
person. This means that the person must be active all the time (read, plan, do). There are many
examplesofthingstodotokeepforinstancethememoryfunctioninagoodcondition.Thepreventionof
headtraumas,circulationpathology(highbloodpressure,infectionsofnervoussystem,andintoxications
withalcohol,drugsandmedicaments)mustbeprevented.Alsonutritionplaysaroleaswellaseducation,
physical activity, good function of lungs, good self control and ability to be at right time in right place,
listentomusic,findahobbyandusechewinggumthisstimulatestheoxygensupplyofbrain!
Some partners (Denmark and Germany) have expressed the view that usefulness has to be considered
whenwedealwithbrainstimulation.Formanypeopleusefulnessisanimportantmotiveinconnection
withmentaltraining.Peoplearewillingtotrainthebrainbutpreferringatthesametimelinkingthisnot
onlytoexercisesbutalsotolearning.Thereareforinstancemanywaysforlanguagetrainingdepending
ontheexternalcircumstances(mobility,reachability)orpersonalcapabilitiesandinterests:selflearning
course from the library or the internet, evening classes at the adult learning centres, blended learning
offerfromatrainingcentre.Therearelevelsforeverybodyandyoucancombinethetrainingwithhaving
socialcontact.
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Usefulness is an important motivator for many people who do not like to waste their time But also
coursesinhistory,artandexcursionsmustberegardedasbraintraining.
Also in the Polish and Italian reports there are many examples of training/learning situations where
participationincoursesisregardedasbraintraining.
TheAustrianpartnerdrawsattentiontotheimportanceofsensesandhasexamplesofexerciseswiththe
recognitionofpriorexperiencedperceptionsorafeelingassociatedwiththisperception.Ourmemoryis
strongly linked to our sensory perception. Our perceptions are imprinted on our memory and leave
engramsinthedifferentbrainsections,whichmeansthatwehaveanauditorymemory,avisualmemory
andmemoryassociatedwithtaste,smellandtouch.Allthesesensesandcorrespondenttypesofmemory
helpustoperceiveandrealisetheworldaroundus.
The Danish report mentions the influence of physical exercises on the brain as another aspect. At the
Faculty of Health Science of the University of Copenhagen experiments have recently been carried out
showing the effect on aerobic training for very old people on their brain. And the Polish partner: We
wouldliketopayattentiontophysicalexerciseswhichareasimportantasgames/exercises/theoretical
training.
Lastbutnotleast:Whendoingmemorytrainingwithseniorcitizens,thedesignofatrainingsessionand
thesupportthatmustbegiven,shouldbetakenintoconsideration
FinallytheGermanpartnerhasthiscommentSomeofhecharacteristicsofmentaltrainingseemstobe
thatmentaltrainingisagoodbusiness,thatnonormsexistsofficiallyandeverybodycandeclarehimor
herselfmentaltrainer.
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RECOMMENDATIONS FOR THE DEVELOPMENT OF THE

TEACHING MATERIAL
Inmanyofthereports,thepartnersarehavingconsiderationsaboutthenextstepoftheproject:
A very concrete proposal comes from Austria: There is so much material that it will be difficult to
reinventthewheel.Butwhatcanbedoneistoreallytestlotsofexerciseswithgroupsofseniorcitizens
tofindoutwhichmethodsworkbestwithgroups/individualsandwhatsratherdifficulttoimplementand
then adapt existing materials and create some sort of guidelines for brain training with elderly people.
(Austria)
In Spain this observation was made: In Spain there are many initiatives providing mental training for
elderlybutmostofthemarefacetofacetraining.Asaresult,theideaofprovidinganICTbasedtraining
tool is quite innovative and could have good results with regards to its dissemination, organization of
trainingactionsandeventualcommercialization.
The Italian partner has this point: We believe it is important to underline that the majority of the
interviewed(elderly,representativesofassociationsofvolunteers/elderlygivingtrainingservices)when
askedhaveyoueverusedtechnologicaltoolsforbraintraining?repliedtheyhaveneverusedsuchtools;
inaddition,asexplainedinthesectionnewideasformaterialssomeinterviewed(UNI3)quotedthatin
manycasesICTtoolscanbedifficulttobeusedbytheelderly,andthereforecouldhavethesideeffectof
notmotivatingtheelderlyinusingtoolsthatcouldbeusefulforactiveageing.
It is therefore crucial to develop material that are not too complex and that can be easily used by
beneficiaries, giving them the opportunity to learn in a simple and efficient way.1) No formal but
interactive lessons, in order to stimulate the participation. Elderly people need direct perceptions and
experience and to learn something useful that permits them to become more independent. ;2) It is
important for elderly people to have an informal approach. 3) The teaching processes should be slow,
simpleandrepetitiveinordertoachievethenewconcepts.4)Theconceptsshouldbeexplainedstepby
step(notdirectlygivingthesolution)andwithconcreteexamplestimulatingthereasoning.5)Somebasic
rulesofcommunicationshouldbetakenintoaccountwhendevelopingthetoolinordertoensurethe
visualaccessibilityandfullunderstandingofinformation
Besides:Technologicinstruments,exercisesorgamescouldbedamagingforelderlypeople(alsoifthey
dont have relevant health problems) they could still originate the sense of guilt (because they are not
able to..) and damage the selfesteem: the weakest target will certainly leave the training activities,
useful for their mental (and then physical) health. These instruments should be used only with some
definedandidentifiedgroups
TheEstonianpartnerrecommendsSomefunnygameswouldbenicetohaveaspeopleneedmorefun.
Otherpartnersmentionthatitisimportantthatthementaltrainingiscombinedwithcontactwithother
person.Thiscouldalsomaketheelderlypeoplegenerallymoreactiveandgivethemmorequalityoflife.
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The distance learning is not always a good system because they need to socialize in order to maintain
themselvesactive.(Italy)
The Swiss partner draws attention to this: An important aspect to raise the seniors selfesteem and
mindwellnessispraiseandrecognitionforthejobtheyaredoing.Thisinreturnisagoodmanagement
strategy for establishing and maintaining a happy and productive workforce and stay active also in old
age
In the British report there are some optimistic views expressed about the possible future problem of
copyright.AccordingtotheBritishpartner,itisstrikinghowsimilartheactivitiesarefromthedifferent
internetandpublishedresourcesthathehasexamined.Ofparticularnoteisthatthereseemstobeno
copyright based obstacles in these different publishers producing such similar material. Obviously,
copyrightisaseriousissuethatneedscloseexamination,butonfirstexaminationthisappearstosuggest
thatthecopyrightproblemsinproducingthematerialareverymanageable.Aslongasthecontentofthe
puzzlesischanged,buttheconceptiskeptthesameitmaybepossibletoavoidcopyrightproblems.The
similarityofdifferentpublishedmaterialindicatesthatcopyrightproblemsmaynotbetoohardtoavoid.
20 of 230
CONCLUSIONS
In spite of the difficulties in connection with the collection process, the partners have succeeded in
collectingquiteanoverwhelmingamountofexamplesofbestpractices.Fromreadingthereportonhow
thecollectiontookplace,yougetapictureofagroupofenthusiasticpartnersmakingseriousstudiesand
establishingmanycontactsinordertofulfiltheirmissions.Thisprocesshasnotonlybeentothebenefitof
thepartnerandtheresultsoftheproject.Itisalsoveryvaluableforthedisseminationoftheideasofthe
project.
Thenextstepoftheprojectisbasedontheexercisesinpart2andmakinguseoftheconsiderationsand
recommendationsinpart1todevelopourowntrainingmaterial.
BodilMygindMadsen,June25th,2009
21 of 230
INDEX AND CLASIFICATION.
PRIMARY
STIMULATION
MEMORY
NAME
Self Registry of Daily Oversights I
Memory
Exercise
Short memory
Self Registry of Daily Oversights II
Memory
Exercise
Self Registry of Daily Oversights III
Memory
Exercise
Short memory
Short memory, time orientation
and attention
Faces and Names I
Memory
Exercise
Asociation Exercise
Faces and Names II
Memory
Exercise
Asociation Exercise + Space
Number and Concepts Association I
Memory
Exercise
Number and Concepts Association II
Memory
Exercise
Images and Concepts Association
Memory
Exercise
List of words Grouping I
Memory
10 List of words Grouping II
Memory
11 My Town. My house
Memory
Exercise
12 Attention and Visual Memory
Memory
Exercise
Memory
Exercise
14 Date Remembering
Memory
Exercise
15 Memory XL. Memory Trainer
Memory
Exercise / training
16 Putting words in order
Memory
Game / exercise
Average
17 Counting images
Memory
Game / exercise
Average
18 Completing words
Memory
Game / exercise
Average
19 Remembering words I
Memory
Game / exercise
Average
20 Remembering words II
Memory
Game / exercise
Average
21 Remembering words III
Memory
Game / exercise
Average
22 Remembering images
Memory
Game / exercise
Average
23 Reading and remembering
Memory
Game / exercise
Average
24 Remembering series of number
Memory
Game / exercise
Average
25 Naming images
Memory
Game / exercise
Average
26 Method of loci
Memory
Game / training
27 Hide and reveal the Puzzle
Memory
Exercise
28 Memory Calendar
Memory
Exercise
29 Memory test
Memory
30 Remembering numbers
Memory
Game / training
Exercise / game /
training
13
Reading Comprehension Exercise

and short term memory
22 of 230
TYPE
COMMENTS
Space orientation
Long term memory
Remembering names and faces:

Memory
Photos
Technique to improve the Memory by
Memory
32
Linking
33 ALTROCONSUMO
Exercise
Attitude towards Life
34 English for travelling
Training
Inductive Reasoning
Long term memory, logic
deduction
40 The towers of Hanoi.
Memory
Memory / inductive
reasoning
Memory / inductive
reasoning
Memory / inductive
reasoning
Memory / inductive
reasoning
Memory / inductive
reasoning
Memory
Game
Incomplete Words. Logical

Deduction
Attention, visual-spatial
41 Entangled Objects
Memory
Game
Attention, visual - spatial
42 Card Games Tournaments
Memory
Memory / inductive
reasoning /
processing
Memory / inductive
reasoning /
processing
Memory / inductive
reasoning /
processing
Memory / inductive
reasoning /
processing
Memory / inductive
reasoning /
processing
Memory / inductive
reasoning /
processing
Memory / inductive
reasoning /
processing
Memory / inductive
reasoning /
processing
Memory / inductive
reasoning /
processing
Memory / inductive
reasoning /
processing
Memory / inductive
reasoning /
processing
Memory / inductive
reasoning /
processing
Game
Exercise / game /
training
31
35 Incomplete Proverbs
36 Verbal Fluency I:
37 Verbal Fluency II
38 Verbal Fluency III
39 Verbal Fluency IV
43 Cross word puzzle

44 Play with the words
45 University of third age Website
46 ABC Pc. Website
47 Meeting of generations
48 UTW courses online
49 Klub Seniora. Klub Senior
50 Memory as Autobiography
51 Two in one
52 La Caixa. Club Estrella
53 Learning English with BBC
54 Music
23 of 230
Exercise
Exercise
Chain of Words
Exercise
Words starting with
Exercise
Alfabetical Order
Exercise
Game / exercise
none
Game / exercise
Imaginative, Reminding, Social

and emotional
Other initiatives
Pc-program -many
opportunities
Training
Pc-program -many
opportunities
Training
Pc-program -many
opportunities
Other initiatives
Pc-program -many
opportunities
Training
Pc-program -many
opportunities
Story telling /
discussion group
Game
Attention, memory, observation,

logic
Game
Attention, memory, observation,

logic
Exercise / game /
training
Visualization
Exercise / training
Imaginative, reminding Social

and Emotional
55 Memory box
56 The Old Town. Memory, mediation
57 Memory dance
58 Fact sheets
59 Combi questions
60 Questions for reflecting
61 Seniores on line
62 TEKNOTRE Istituto di Cultura
63 Unitre Universit delle 3 et
Memory / inductive
reasoning /
processing
Memory / inductive
reasoning /
processing
Memory /
concentration
Memory /
Concentration /
reasoning
Memory /
Concentration /
reasoning
Memory /
Concentration /
reasoning
Memory / inductive
reasoning /
processing
Memory / inductive
reasoning /
processing
Memory / inductive
reasoning /
processing
Workshop
Short and long term memory /

Speak
Group / Individual
Short and long term memory /

Speak
Workshop
Short and long term memory
Game / exercise
Game / exercise
Language
Game / exercise
Language
Training
Average
Training
Average
Training
None
Memory
65 Mind Fit
Memory / Perception
66 Perception training
MAT Mentales Aktivierungs
67
Training
68 Recognition footsteps of animal
Memory / Processing Training

Exercise / game /
Memory / Processing
training
Memory
Exercise
Memory / Attitude
Training
towards life
Memory / Attitude
Training
towards life
none
Training
Memory / Attention,
Visual -spatial, a.s.o
INDUCTIVE REASONING
Perception
73 Word recognition Training
Inductive reasoning
Game
Cognitive, linguistics spatial
74 Repeated Words
Inductive reasoning
Exercise
Short term memory and

maintained attention
75 Number Groups
Inductive reasoning
Exercise
76 Attention Exercise I
Inductive reasoning
Exercise
77 Attention Exercise II
Inductive reasoning
Exercise
78 Creative thinking puzzles
Inductive reasoning
Game / exercise
Spatial Imaginative / Social and

emotional / Processing
69 TAI CHI Chuan

70 QiGONG
71 Memory
72 Happy Neuron: An American in Paris
Exercise
Perception Senses /
Concentration
Pc-program / Planning
64 Memorising pictures
Mental Activation Training

Recognition
Pc-program -many
opportunities
Pc-program -many
opportunities
None
Pc-program -many
opportunities
Attention, Mental calculation

Verbal fluency / Memory /
Attention
Attention exercises
PROCESSING
79 Rotaball
Processing
Exercise
Visualisation
80 Labyrinth
Processing
Exercise
Problem solution
24 of 230
81 Thinking quickly
Processing
Exercise
Concentration speed
82 Mental Calculation
Processing
Exercise
Mental calculations
83 Number pattern training
Processing
Exercise
Logic and numbers
84 Sing finder
Processing
Game
Visualization
85 Puzzle
Processing
Game
Combinatory
86 Stories about Jesus
Processing
Game
Memory
87 Piano player
Processing
Game
Visualization. Music abilities
88 Memory sprint
Processing
Game
Memory combinatory
89 Memory with animals
Processing
Game
Memory
90 HU-MATH
Processing
Game
Numeral processing memory
91 High number
Processing
Game
Recognition numbers
92 Clock spin
Processing
Game
Visualisation
93 Block count
Processing
Game
Numbers, memory
94 Sudoku, Sudoku Killer
Processing
Game
Logical thinking
95 Word search
Processing
Game
Concentration
96 Spatial box folding
Processing
Game
Spatial awareness
97 Creativity Exercise
Attention / Memory
Exercise
Reading comprehension / Short

Term Memory
99 Shape counting
Processing /
concentration
Processing
100 Visual reflection
98 Concentration Test: Stroop Test
Test / exercise
Game
Visual - Spatial awareness
Processing
Game
Visualization
101 Number pyramid
Processing
Game
Numbers
102 Mental arithmetic
Processing
Game / training
Numbers, Timetables
103 Painting workshops
Processing
Workshop
Emotional
CONCENTRATION
104 Linking
Concentration
Game / exercise
Language
105 Word finding puzzle I
Concentration
Game / exercise
Language
106 Proportions
Concentration
Game / exercise
Reasoning
107 Outsiders - Insiders
Concentration
Game / exercise
Reasoning
108 Whats the opposite of?
Concentration
Game / exercise
Reasoning
109 Whats the difference?
Concentration
Game / exercise
Reasoning
110 Building hierarchies
Concentration
Game / exercise
Reasoning
111 Logic stories
Concentration
Game / exercise
Reasoning
112 Triple selection
Concentration
Game / exercise
Reasoning
113 True or false
Concentration
Game / exercise
Reasoning
114 Anagram
Concentration
Game / exercise
Reasoning
115 Word finding puzzle II
Concentration
Game / exercise
Language
116 Word Acrobatics

Completing word pairs, proverbs and
117
phrases
118 Triangle
Concentration
Game / exercise
Language
Concentration
Game / exercise
Language
119 Catch the ladybug

120 Split Words
Concentration
Game / exercise
Concentration / visual
spatial / Attention
Concentration
25 of 230
Language / Reasoning
Pc-program -many
opportunities
PERCEPTION
121 Corner perception
Perception
Game
Perception
122 Picture puzzles
Perception
Game / exercise
Senses concentration
123 Auditory exercises
Perception
Game / exercise
124 Touch exercises
Perception
Game / exercise
125 Smell exercises
Perception
Game / exercise
126 Taste exercises
Perception
Game / exercise
127 Shape dividing
Spatial ability
Game
Senses concentration
Senses Concentration / Motor
Activity
Activity
Activity
Spatial awareness
128 Shape rotating
Spatial Visual
Exercise
None
129 Shape and space Training
Spatial processing
Training
Logic and number
130 Visual imagination
Processing
Game
Visual - spatial awareness
131 Dictionary search

Numbers box La Scatola dei
132
Numeri
133 Bingo La Tombola
Reflection
Exercise
Linguistic logical imaginative
None
Game
None
None
Game
None
Pc-program -many
opportunities
Pc-program -many
opportunities
134 Seniors e-Academy
Training
135 Magazine Factory

136
Provide information about the plastic

brain
Attitude towards Life
26 of 230
Exercise
COLLECTION OF BEST PRACTICES AND EXERCISES
MEMORY
1. SelfRegistryofDailyOversightsI
INSTRUCTIONS:Please,writedownyourdailyoversightsandlapsesofconcentrationyouhad.Ifanyof
themoccursseveraltimesaday,pleaseputacrosseachtimeithappensagain.
Thereisaspaceforeachdayoftheweekwherethemainoversightsandlapsesofconcentrationcanbe
written
Primary stimulation
Type
Mental function
Physical motor functions
Psychological functions
Memory
Exercise
Short memory
low
Medium
Pc.
Level of English or other foreign
Ability to coLevel of literacy
Other
literacy
language
operate
Writing and
Short term memory
no
no
no
Reading
assessment
Any new
Level of stimulation
ideas related Conclusions
to this
Medium. The final aim of this exercise is to reduce somehow the
It is an exercise that can help in
automation of the activities in order to increase the attention and the
No
reassuring that the mental
elaboration of clues that will help later to remember what has been
activity is OK.
done.
Source
M.A. Maroto Serrano (2002). La memoria. Programa de estimulacin y mantenimiento cognitivo. Consejera de Sanidad.
Comunidad de Madrid. p.37
27 of 230
2. SelfRegistryofDailyOversightsII
INSTRUCTIONS:Please,anytimeyouhaveanoversightorlapseofconcentration,justmakeacrossand
writedownashortsummaryexplainingwhathappenedinthecorrespondingsquare(bydayandtypeof
oversight).
Thetableisdividedinthedaysoftheweek(MondaytoFriday+Weekend)andfromtypesofoversights
(1.IforgotwhatIwasgoingtosay;2.IcheckedifIhadalreadydonesomething;3.Iforgotsomebodys
name;4.IwenttoaplacesearchingforsomethingandIforgotwhatitwas;5.Ididntfindsomething;6.I
forgottakingamedicine;7.Iforgotandappointment/errand;8.Others:specify).
Primary
Level of
Mental
Type
stimulation
stimulation
function
Memory
Exercise Short memory
Pc.
Level of literacy
literacy
language
Writing and
no
no
Reading
Physical motor
functions
low
Ability to cooperate
Other
no
Short term memory

assessment
Any new
ideas related
to this
Psychological
functions
medium
Conclusions

It is an exercise that can help in
No
reassuring that the mental
elaboration of clues that will help later to remember what has been
activity is OK.
done.
Source
28 of 230
3. SelfRegistryofDailyOversightsIII
INSTRUCTIONS:Please,whenyouwakeup,lookatthecalendarandtheSaintoftheday:trytomemorise
it in order to write it by heart at night. Please, also write down, each day, the new you consider more
relevant. The oversights and people you talked to. Please, write down each thin in the specific moment
showninthetable.
Thetableisdividedinthedaysoftheweek(MondaytoFriday)anddifferenttypesofinformationandthe
exact moment when they should be written down (Oversights and confusions of the day when they
occur;Importanteventofthedayatnight;Saintofthedayatnight;Thingstorememberthefollowing
dayatnight;Dateatnight).
29 of 230
Primary
stimulation
Level of
stimulation
Memory
Pc.
literacy
no
Type
Mental function
Physical motor
functions
Psychological
functions
Exercise
Short memory. Time

Orientation
low
medium
Level of literacy

language
Other
Writing and
Reading
no
no
Short term memory

assessment
Any new
ideas related
to this
Conclusions

If frequently used can help to
no
maintain an adequate time
elaboration of clues that will help later to remember what has been done.
orientation
Source
30 of 230
4. FacesandNamesI:AssociationExercise
INSTRUCTIONS: Association consists of linking in our brain a piece of information already stored and
availabletoanewpieceofinformation.
Traineeswillintroducethemselvesandtheothertraineeswillhavetothinkandwriteineachsquarewhoof
the peoplethey know theyremind them of (somebodywhohas the same name, somebody whohas similar
aspect,famouspeople,etc).
Attheendofthesession,thetrainermustaskeachtraineetorepeatthenameoftheothertrainees.
Primary stimulation
Type
Mental function
Memory
exercise
memory
low
high
Pc.
Other
literacy
language
operate
Writing and
Memory training by
no
no
no
Reading
association
Any new ideas

Conclusions
related to this
Medium. This exercise will help to remind
It helps in the development of association techniques
no
the names o f other trainees.
that help to memorise information
Source
31 of 230
5. FacesandNamesII:AssociationExercises+SpaceMemory
INSTRUCTIONS:Please,designalittledraftoftheroomwhereyouare,withthetablesandchairs(itisnot
necessarythatitisveryexactorartistic).Then,pleasewritedownthenameofthepersonwhoissittingin
each place as well as the clue that helps you to remind his/her name (e.g. He/She has the same name
as,His/Hernamesoundslike,etc).
Primary stimulation Type

Mental function
Physical motor functions Psychological functions
memory
exercise Memory and Space memory low
high
Pc. literacy Level of literacy

Level of English or other foreign language
Ability to co-operate
Other
no
Writing and Reading
no
no
Any new ideas

Conclusions
related to this
Medium. This exercise will help to remind the names o f
It helps in the development of association
other trainees as well as the place where they are
no
techniques that help to memorise
sitting.
information.
Source
Comunidad de Madrid. p. 42
32 of 230
6. NumberandConceptsAssociationI
INSTRUCTIONS:Please,writedownundereachnumber,somethingthatyouassociateitto(e.g.yourbirth
date;sociallyimportantyears;relevantdates,etc).
33 of 230
INSTRUCTIONS: Please, basing on the associations previously made, write down what the number
remindedyouof
Primary stimulation
Type
Mental function
memory
exercise
memory
low
high

Other
no
Writing and Reading
no
no
Level of
Any new ideas related
Conclusions
stimulation
to this
It helps in the development of association techniques that help to
medium
low
memorise information.
Source
Comunidad de Madrid. p.44-45.
34 of 230
7. NumberandConceptsAssociationII
INSTRUCTIONS:Pleasereadcarefullythefollowingtext,lateryouwillhavetoanswersomequestions.
35 of 230
INSTRUCTIONS:Pleaseanswerthefollowingquestionsaboutthetextyoujustread.
Primary
Level of
Mental
Physical motor
Psychological
Type
stimulation
stimulation
function
functions
functions
memory
exercise memory
low
high
Pc.
Other
literacy
language
operate
Writing and
Memory training by
no
no
no
Reading
association
Level of
Conclusions
stimulation
to this
Medium.
No
Source
Comunidad de Madrid. p.46-47
36 of 230
8. ImagesandConceptsAssociation
INSTRUCTIONS:Please,lookcarefullyatthefollowinglistofwordsandtrytolinkthewordsfromthetwo
columns.Thenfoldthepaperinhalfandwriteinthelowerpartthewordsthataremissing.
Primary
Level of
Mental
Physical motor
Psychological
Type
stimulation
stimulation
function
functions
functions
memory
exercise memory
low
high
Pc.
Level of
Level of English or other
Ability to coOther
literacy
literacy
foreign language
operate
Writing and
Memory training by association.
no
no
no
Reading
Association capacity assessment
Level of
Conclusions
stimulation
to this
Medium.
No
Source
Comunidad de Madrid. p. 48
37 of 230
9.
ListofWordsGroupingI
INSTRUCTIONS: Please, fold the paper in half. Lookcarefully to the list of words. Howmanywords can
youremind?
Please,writethewordsyoucanremindintheotherhalfofthepage.
Foreachcorrectanswer,youwillobtainonpoint.
Primary
Level of
Mental
Physical motor
Psychological
Type
stimulation
stimulation
function
functions
functions
memory
exercise memory
low
high
Pc.
Level of
Ability to coOther
literacy
literacy
foreign language
operate
Writing and
Memory training by grouping. Grouping
no
no
no
Reading
capacity assessment
Level of
Conclusions
stimulation
to this
Medium.
No
Source
38 of 230
10. ListofWordsGroupingII
INSTRUCTIONS: Please, look carefully to the list of words and classify them according to the following
groups(Profession,Animals,Food,Furniture,andMeansofTransport).
39 of 230
Now,trytorememberthewordsofthelist.
Foreachcorrectwordyouwillobtainonepoint.
Primary
Level of
Mental
Physical motor
Psychological
Type
stimulation
stimulation
function
functions
functions
memory
exercise memory
low
high
Pc.
Level of
Ability to coOther
literacy
literacy
foreign language
operate
Writing and
Memory training by grouping. Grouping
no
no
no
Reading
capacity assessment
Level of
Conclusions
stimulation
to this
Medium.
No
Source
40 of 230
11. MyTown.MyHouse.
INSTRUCTIONS:Inthefollowingsquare,pleasedesignatbirdseyeviewyourcityoryourneighbourhood,
writingdownthenameoftheshopsorthoseplaceswhereyourfriendsandfamilylive.
MYHOUSE
Primary stimulation
Type
memory
Exercise
Mental function
Memory
Space orientation
low
high

Other
no
Writing and Reading
no
no
Any new ideas related to this
Conclusions
high
No
It promotes cognitive stimulation and maintenance
Source
41 of 230
12. AttentionandVisualMemoryExercises
INSTRUCTIONS:Please,lookcarefullyatthedesignontheleftand,withoutlooking,traytocopyitby
heartontherightsideofthepaper.
Primary stimulation
Type
Mental function
attention
memory
Exercise
low
high
visual memory
Pc.
Other
literacy
language
operate
Writing and
Visual Memory
no
no
no
Reading
Assessment
Conclusions
high
No
Source
42 of 230
13. ReadingComprehensionExercisesandShortTermMemory
INSTRUCTIONS:Please,readthefollowingtextand,withoutlookingatitagain,answerthequestionsat
theend.
43 of 230
1.
Whatisthenameoftherelativesofthemaincharacterofthestory?
2.
Whatpresentswantstomakethemaincharactertohis/herrelatives?
3.
Howmuchmoneydoeshethinkhewillwin?
4.
Whophonedhim?
5.
Whatwasthetelephonecallabout?
Primary
stimulation
memory
Pc.
literacy
no
Type
Mental function
Physical motor
functions
Psychological
functions
Exercise
Attention. Visual memory. Reading

comprehension. Short term memory
low
high
Level of literacy

language
Other
Writing and
Reading
no
no
Short term
Assessment
Conclusions
high
No
Source
44 of 230
14. DateRemembering:LongTermMemory
INSTRUCTIONS:Please,writethedatesandeventsweaskforinthefollowinglist(Yourbirthdate,Your
childrensbirthdays,1975,ThefirstwalkontheMoon,etc).
Primary
stimulation
memory
Level of
stimulation
Type
Mental function
Physical motor
functions
Psychological
functions
exercise
Long Term Memory

Stimulation
low
high

Other
no
Writing and Reading
no
no
Conclusions
Medium.
No
Source
45 of 230
15. MemoryXLMemoryTrainer
MemoryXL Europische Gesellschaft zur Frderung des Gedchtnisses e. V.

(EuropeanAssociationforMemoryPromotion,registeredassociation)
The following information is based on the organisations presentation on its
website.1
MemoryXLisanonprofitassociationdedicatedtomemorytraining,memorysportsemnemotechniques.
Itoffersamemorytrainerforfreedownload(view26February2009).Theassociationcooperateswith
the Ministries of Education of the Federal States in order to support the education of school memory
trainersofferingseminarsonmemorisationandlearningtechniques.
Teachers who participate in seminars get for free the training materials. Teachers get also work sheets
andexerciseswhichtheycancopyforthestudents.Thereadercanalsofindonthehomepageinteresting
informationaboutmemoryandbrain,trainingandmemorycompetitionsaswellasalistofrecommended
literatureforfurtherreading.
TheMemoryXLMemoryTrainerofferscomputerbasedtraining.Oncedownloaded,itcanbeusedoffline.
The Module offers various training facilities: memorizing figures, terms, text, names and faces, playing
cardsorhistoricaldates.
Theusercanchosebetweendifferenttraininglevels.
Thetrainingofferisfree.Download:
http://www.memoryxl.de/_cms/tippsdermeister/memoryxlgedaechtnistrainer8.html
MemoryXLe.V.isanonprofitassociation.Financingismainlybybounties.Therefore,usersareaskedto
supporttheassociationbygivingacontribution.
Primary stimulation Type

Mental function Physical motor functions
Memory
Exercise training memory
Pc.
Level of
Ability to coOther
literacy
literacy
foreign language
operate
Social contact with other international
low
Variable
No required
optional
learners in blogs etc. possible
Any new
ideas related Conclusions
to this
Focus on memory training,
Focus on memory training, memory sports e mnemo-techniques. Organizes
memory sports e mnemoseminars also for teachers to support the education of school memory
techniques
trainers offering seminars on memorisation and learning techniques
Source
www.memoryxl.de
http://www.memoryxl.de/
46 of 230
16. Puttingwordsinorder
Primary Stimulation
Memory
PC
Level of
literacy
literacy
yes
yes
Type
Mental function
Game
Exercise
average

foreign language
no
Physical motor
functions
average
no
Source
http://www.altroconsumo.it/prova-memoria/
47 of 230
Psychological
functions
average
Other
YES good visual abilities
Conclusions
17. Countingimages
Primary Stimulation
Type
Mental function
Memory
Game
Exercise
average
PC
Level of
literacy
literacy
yes
yes

foreign language
no
Physical motor
functions
average
no
Source
48 of 230
Psychological
functions
average
Other
Conclusions
18. Completingwords
Primary Stimulation
Type
Mental function
Memory
Game
Exercise
average
PC
Level of
literacy
literacy
yes
yes

foreign language
no
Physical motor
functions
average
no
Source
49 of 230
Psychological
functions
average
Other
Conclusions
19. RememberingwordsI
Primary Stimulation
Type
Mental function
Memory
Game
Exercise
average
PC
Level of
literacy
literacy
yes
yes

foreign language
no
Physical motor
functions
average
no
Source
50 of 230
Psychological
functions
average
Other
Conclusions
20. RememberingwordsII
Primary Stimulation
Type
Mental function
Memory
Game
Exercise
average
PC
Level of
literacy
literacy
yes
yes

foreign language
no
Physical motor
functions
average
no
Source
51 of 230
Psychological
functions
average
Other
Conclusions
21. RememberingwordsIII
Primary Stimulation
Type
Mental function
Memory
Game
Exercise
average
PC
Level of
literacy
literacy
yes
yes

foreign language
no
Physical motor
functions
average
no
Source
52 of 230
Psychological
functions
average
Other
Conclusions
22. Rememberingimages
Primary Stimulation
Type
Mental function
Memory
Game
Exercise
average
PC
Level of
literacy
literacy
yes
yes

foreign language
no
Physical motor
functions
average
no
Source
53 of 230
Psychological
functions
average
Other
Conclusions
23. Readingandremembering
Primary Stimulation
Type
Mental function
Memory
Game
Exercise
average
PC
Level of
literacy
literacy
yes
yes

foreign language
no
Physical motor
functions
average
no
Source
54 of 230
Psychological
functions
average
Other
Conclusions
24. Rememberingseriesofnumbers
Primary Stimulation
Type
Mental function
Memory
Game
Exercise
average
PC
Level of
literacy
literacy
yes
yes

foreign language
no
Physical motor
functions
average
no
Source
55 of 230
Psychological
functions
average
Other
Conclusions
25. Namingimages
Primary Stimulation
Type
Mental function
Memory
Game
Exercise
average
PC
Level of
literacy
literacy
yes
yes

foreign language
no
Physical motor
functions
average
no
Source
56 of 230
Psychological
functions
average
Other
Conclusions
26. MethodofLoci
ThismemorymethoddatesbacktothetimeofAncientGreekandisbasedonlocationandimagination/
using associations. It helps making powerful links between and organizes each of the items to be
remembered, so that the order is remembered, too. It makes use of the fact, that our spatial memory
(memoryforwherethingsare)isusuallymuchbetterthatanyother.Forexampleifweareaskedhow
manyespressocupsweposses,wenormallyscanthroughourkitchencupboard(ourownvisualroute).
This method of loci takes advantage of this natural tendency. By the way, it is used by most memory
championstoachieveseeminglymiraculousfeatsofmemory.
Thisishowthisquickwinmemorytechniquesworks:
Firstonechoosesawellknownroute,theninourimaginationwelinktheobjectswewanttorememberto
placesalongtheroute(theydonothavetofitthere!).Theplacesonewanttoselectmightbeonourroute
toworkorinourhome:
Theentrance,thehallway,thekitchenorthepavementoutside,thestreetcorner,thegrocersshopetc.
Theadvantageofusingthisrouteisthatonecanselectasmanypointsandspotsalongthewayasthings
onewanttomemorize.
Secondly, we now link the items to remember to the places on our route with as clear an image as we
possiblycan.
Letsimagineonehastorememberthingstodoforthegrandsonsbirthday:writeaspeech,buyflowers,
bakeacake,forwritingthisspeechheorshecouldimagineherself/himselfsittingonthefloorinthe
entrancedoorwithapieceofpaperandapencilinthehand.Forbuyingtheflowers,heorshecanimagine
thestairs,theythenwouldbenicelydecoratedalloveranditwouldsmelljustwonderfully!Andsoon.
Onceonehastheseimages,onemakessuretofixthemfirmlyintheheadbygoingthroughthejourney,
checkingtheitemsintheirplacesontheway.Whenheorshewishestousetheselocationtags,theyhave
tomakesuretheyassociatedtheitemorobjectthatneedmemorizingasvividlyaspossible.Theyshould
getalloftheirsensesonboard,sincethemorealivetheimageis,theeasieritwillbetocementitintheir
memory.
Thecluehereisthattheseriesoflocationsinthemindareusedasmemorytags.Onceoneisfamiliarwith
the location tags, they are to be used as much as possible (practice to get familiar with the technique,
regulartrainingitsoonbecomessecondnature).
Wecanstarttheexercisewith10items(accordingtotheabilityofthegroup)andslowlyraisethenumber
to 16 or 20 even more . To introducethis technique of loci the trainer could also start with a tour by
takingtheparticipantsonarealwalk.HereIsometimestakeafewpictureswithme(forexamplememory
cards,postcardsetc)andpostthemindifferentplacesonourroute.
Letsmakeanexampleandstartonthetrainersdesk.Hereweallassociatethelittlemonkey;thenwego
tothedoorandposttheBaobabtreeImportant!:ateachspotonafirsttrainingsessionwewouldtalk
abouthowwecouldassociatetheitemtorememberwiththelocation,thenaftersomepractice,wewalk
and post but would only use our imagination silently each participant by his or her own. Then
57 of 230
prolonging our tour and posting the various pictures / or items, we go back to the room and I ask the
group to write down what items they can still remember. In order to successfully handle this task,
everybody ought to go back to the starting point (in our example it was the trainers desk) in their
imaginationideallytheyshouldthenrememberthelittlemonkey,andsoon
Without the tag system, most people will struggle to remember more than 7 to 10. With the help of
amplification and this memory technique however, they should not only be able to remember all quite
easilybutalsomemorizeextrainformationlikethecolorofthemonkey,theshapeoftheBaobabtree,its
backgroundetc.
Didyouinconnectionwithyourcollectionworkgetanynewideasformaterialnotyetexistingbutto
bedeveloped?WouldbeinterestingtocreatesomethingforblendedlearningIcreatedsomeslidesformy
powerpointpresentation/memorytrainingwhichIcopyhere:
Gedchtnistraining
Gedchtnistraining
LOCI Methode
LOCI Methode
ARIADNE Hess
2009
ARIADNE Hess
2009
Gedchtnistraining
Gedchtnistraining
LOCI Methode
ARIADNE Hess
2009
ARIADNE Hess
2009
58 of 230
Primary Stimulation
Type
Memory
Game
training
Mental function
Psychological
functions
Level of English
or other foreign
language
PC literacy
Level of literacy
Depending on the method

(blended or e-learning?)

Any new ideas related to

this
Other
Conclusions
My experience is, that the participants are always
quite surprised how well they perform using this
memory tags (boots their self-esteem as well and
their feeling of control also good for their overall
mind wellness, of course!)
Source
ARIADNE Hess. Own materials. http://www.ariadne.ch/
59 of 230
27. HideandRevealthePuzzle
Bypractisingrememberinginformationofvarioustypesyoucanimproveyourabilitytorememberandto
recallinformationatspeed.
Thesememorypatternpuzzlestestyourabilitytolearnandrememberapatternatspeedandtherelation
offilledcellstoemptycells.
Studythepatternbelowfortenseconds.Afterthattime,HidethePuzzleandthengiveyourselfaminute
todrawthepatternasaccuratelyasyoucanonapieceofpaper.Oncethetimeisup,Revealthepuzzleand
seehowwellyoudid.
Ifyoufindthispuzzletoughthefirsttimeyoudoit,don'tworrymostpeopledo.Howeverwithpractice
your ability to recognise and remember the pattern of filled cells will improve and you will find it a lot
easier to accurately reproduce the pattern with practice. Note: in the website a pattern of filled and
unfilled squares was used, but any marker could used. Shapes, fruit, etc to make the task more
complex.
Primary
stimulation
Memory
Level of
stimulation
Type
Mental function
Exercise
Memory
Pc. literacy
Level of literacy
no
none

foreign language
none
Physical motor
functions
Low
none
Psychological
functions
none
Other

this
Conclusions
Low, stimulus-recall. Short term memory.
Show cards and templates

would be easy to make
Using simple filled/ unfilled squares could be

useful for people with low levels of vision, and
with reading/writing/speaking difficulties
Source
http://www.braintrainingpuzzle.co.uk/memory-training.php
60 of 230
28. MemoryCalendar
61 of 230
Physical motor
functions
Low
Primary stimulation
Type
Mental function
Memory
Exercise
Memory
Pc. literacy
Level of literacy

foreign language
High
Low
None
Optional (can be
online or on paper)
High, particularly if combined with

mnemonic training

We could do something similar,
possibly related to daily life. Week
holiday diary with the Grandchildren for
example.
Psychological
functions
Low
Other
Conclusions
Really difficult!
Source
Perfect Brain Training; All you need to boost your brainpower by Phillip j Carter. 2009 Random House Books, London.
62 of 230
29. MemoryTest
63 of 230
Primary
stimulation
Memory
Type
Mental function
Physical motor
functions
Psychological
functions
Game
Training
Memory
Low
Low
Pc. literacy
Level of literacy

foreign language
Optional (can be online or on

Moderate
Law
paper)
High, as long as the person is e.g.
Easy to create. Can be made social by
making a story about the fruits.
asking the participants to tell each
Stimulates the imagination and story
others stories.
telling.
Source
Gareth Moore (2006 Michael o Mara Books Limited
64 of 230
Other
None
Conclusions
This type of game need to be twinned
with effective advice on using
mnemonics to get best results.
30. Rememberingnumbers
Theideaistolinkeachnumbertoamemorableimagewithasimilarshapetothenumber.Ofcourse,the
participantsarefreetochoosetheirownimagebuttostartpracticingthistechniqueitisusefultoagree
onasetthatarefirmlysetupintheirmind.ForexampletheycouldusetheoneIusuallysuggesttomy
group:
MH1
Gedchtnistraining
ARIADNE Hess
2009
Nowifonewantstorememberthenumberone,heorsheimaginesacandle,andfornumber2,heorshe
thinks of a swan and so on. When one wants to remember multiple numbers, one simply combines
these images into a little scenario the more absurd and surreal, the better we remember it! This
technique is good if one often forgets his or her PIN number or if a specific order of the information is
crucial,forexample.
IusuallyasktheparticipantstolearnthesenumbertagsbyheartandthenItellthem10thingsfortheir
todolistforthefollowingday.Butinsteadofwritingitdownintheiragendatheynowtrytomemorize
withthistechnique.
So I list 10 dates (meetings, rendezvous, appointment with the hair dresser, booking their holiday in
Rome,callingbackthebrotherinlawbecauseoftheartexceptionsintownetc.)Wenormallytrytofinda
linkbetweenthevarioustasksandthenumbertagtogether(justtogetusedtothetechnique).Thenthe
participantstrytowritedownthistasklistasdetailedaspossibleandinthecorrectorderusingthis
technique.
Conclusion/Comments
Frommyexperiencemostparticipantshaveahugemotivationtolearnthistechniqueitisfunaswell,
becauseofthesurrealstories!Usuallytheyareverysurprisedhowmuchtheycanrememberiftheyuse
thesenumbertags!
Atfirstitmightfeellikeitstakinglongertorememberthings.Oncetheygetintothehabitofusingthis
techniquethough,itwilltakethemfarlesstimetomemorizewhattheywanttomemorizeandofcourse
itwillbefareasiertorecalltheinformationandbemoresuccessful!
65 of 230
Primary Stimulation
Memory
Type
Mental function
game
exercise
Training
yes
Psychological
functions
Level of English
or other foreign
language
PC literacy
Level of literacy

- Depending on the method

Source
66 of 230
Conclusions
Other
31. Rememberingnamesandfaces:Photos
In the first place one has to make sure that he or she gets the name of the person they are being
introducedtoproperly.Soiftheydonothearthenameclearlytheyshouldlearntoasktorepeatitand
thensayitbacktothepersontohelpitsticktotheirmemory.Afterthisintroducingthepersonshoulduse
thenameinconversationasoftenastheyfeelcomfortable.
Secondly, they then couldcreate vivid mental images andmake a strong enough association. So as they
listentothename,theyshouldtrytofindavisuallinkbetweenthepersonsfaceandhisorhername.Soif
forinstancethewomansnameisWhiteandherfacecolorisratherpale,thelinkisobvious.Butifthereis
noobviouslink,theyneedtousetheirimaginationandcreativitytomakeone.Ofcourseitdoesnothave
toberightorlogicalorevenflattering,becausethemoreabsurd,andthereforememorable,thebetter.For
example one can create a quick cartoon image of the person he or she has just been introduced to and
exaggeratedistinctivefeatures(bigmouth,longneck,smalleyesetc.).Thenoneshouldtrytofindalink
betweenthefeatureandname.Wesimplycombinethefaceandnameintoamemorableimage.
Withpracticethistechniquebecomessecondnatureandonecanfindusefullinksinasecond.
Thisishowwecanpracticethemethod:
This technique can easily be trained: just cut different pictures of faces from a magazine and give each
participantsonepicture(oroneforacouple).Stickapostitonthepictureandasktheparticipantsto
findanameforhisorherpicture(theycouldalsoaddaprofessionorahobbytoit.).Thentheyshould
memorizeitandhandtheirpicturewiththenametagtohisorherneighbor(clockwise)andsoon.Until
everybodyhasmemorizedanyfaceandnameonthepictures.
Thetrainerthencollectsthepicturesandtakesthepostitwiththenamesfromthefronttothebackofthe
picture(sothegroupcannotseeit).Finallyweallimagineworkingatthereceptioninabighotelandour
guests(thepersonsonthepictures)arrive.Ofcourse,bynow,everybodycangreetthemwiththeirname!
Didyouinconnectionwithyourcollectionworkgetanynewideasformaterialnotyetexistingbutto
bedeveloped?
Wouldbeinterestingtocreatesomethingforblendedlearning
Icreatedsomeslidesformypowerpointpresentation/memorytrainingwhichIcopyhere:
MH1
Gedchtnistraining
Gedchtnistraining
Personengedchtnis
So merke ich mir Namen und Gesichter
Wahrnehmung Begrssung Aufmerksamkeit
Frau Keiko Fuji
auffallendes Merkmal suchen

Namen verbildern
verbinden
ARIADNE Hess
2009
ARIADNE Hess
2009
67 of 230
In my courses I usually start practicing this method with the group members names in a blended
session participants could post their photo online in a special forum and everybody could learn each
othersnamebyusingthismethod.
To help explaining this method we could well be using our own names and pictures (the one of the
MindWellnesspartnerswhichmakesitmoredifficultastheyareforeignnames.).
Conclusion/Comments
Frommyexperiencemostparticipantshaveahugemotivationtolearnthistechnique.
Level of
Physical motor
Psychological
Primary Stimulation
Type
Mental function
stimulation
functions
functions
Game
they accept all
they accept all
Memory
they accept all people
Training
people without
people without
without discrimination
Exercise
discrimination
discrimination
Level of English
PC literacy
Level of literacy
or other foreign
Other
language
- Depending on the
(reading complex texts, writing)
method (blended or eNO BUT IT IS
- Depending on the method
no
learning?)
STIMULATED
Source
68 of 230
Conclusions
32. Techniquetoimprovethememorybylinking
Manyofthesetechniqueshaveincommonthattheyworkbylinkingthethingtoberememberedtosome
otheridea.Wealsoshouldkeepinmindthatourbrainworksbestifthoseconnectionshavemeaning.An
eventorfactthathasaspecialmeaningtothepersonisencodedfarmorepowerfullythanwithout.Thisis
because whenever the memory has meaning, our brain gives it a tag that makes it that much easier to
remember.
If one faces problems to find a special meaning, a similar memorability is achieved when we see
somethingincontext,orlinkedtoanotheridea.Thisalsoprovidesahookoratagforourmemory.This
tag is especially effective if it is lively and surprising. If we imagine our memory as a huge library, it is
clearly that much easier to find a certain memory if it has a nice colourful tag attached to it. So our
participantscouldimprovetheirabilitytorememberdramatically(itissaidupto50%!)iftheyusethis
combinationofassociation,vibrancyandimagination.
Inmycourseswewouldfirstcollectprinciplesofmnemonics/associationtechniquestogether(e.g.ideas
that are spontaneous, lively, in movement etc.). They also find information in their course material.
Secondlywewouldpractice:normallyIwouldgivethegroup5pairsofwords(theydonothaveanything
incommon)andtheparticipantstaskisnowtofindamemorableassociation.Inthisstagewewouldtell
eachothertheideasaloudalsotogetinspiredbyeachothersideas(usuallythisisquitefun!).Afterthat
the group is given a set of 2 pictures (Power Point Presentation), they have to combine by using the
principlesofmnemonics.
After this we all play a game. The group divides into couples (2 participants are working together).
Everybody gets a set of 12 cards (DINA 7) and writes down 12 items. Partner A finds 12 professions,
partnerBhomeappliances,heorshewritesdownoneoneachcard.Thecardshavealsotobenumbered
from 1 to 12 (because of the order). Then the couple tries to find a memorable link between their two
itemsontheirfirstcard,anotheroneforthesecondandsoonuntilall12cardshavebeencombined.
Then each partner takes again his or her set of cards (without showing his or her partner and in the
correct order from 1 to 12). When reading the first card, one should remember the first card of the
partnerssetandsayitaloud(withouttellinghisorherownfirstcardbecausethiswaybothpartners
can cheque what they were able to remember.) They now go through all their cards, always trying to
remember the partners associated card. For example, lets take my first card being spoon and my
partners first card teacher. Our task would be to combine these two items to a memorable story /
image.Wecouldthinkofateacherfeedinghisstudentsknowledgewithahugespoon.MypartnerandI
would talk about our various ideas and each picks an imagination that suits him or her best. In this
mannerwewouldbothgothroughallourcards.Bythetimewehavelinkedevery12cards,Iwouldtake
allmycardsandlookatmyfistone.Iwouldreadspoonbut wouldnttellittomypartner.Anyway,I
would remember teacher because of the funny picture I created in my mind and tell teacher to my
partner.Heorshechequesorcorrectsandtellsthenameofmyfirstcardspoonandsoon
69 of 230
Theholegamerunsabout15minutes(itisworthdiscussingtheexperiencestheparticipantshavemade
whileplayingthisgameafterwards!)
Ofcoursewecanalsochangethearticles,likeforexamplepartnerAwritesdownstarsorcelebritiesand
partner B collects dishes or meals. So there is Roger Federer with Pizza Napoli or Einstein with
SpringRollandsoon
Primary Stimulation
Memory
Game
Training
Exercise
Mental function
Average
Average
Average
PC literacy
Level of literacy
Level of English or
other foreign language
Other


Basic Level
Yes
Attitude
towards life
Source
70 of 230
Conclusions
33. ALTROCONSUMO
Description:
Altroconsumo was founded in 1973 and is largest association of consumers in Italy, counting 300.000
members. It promotes and protects interests and fundamental rights of citizens in the areas of health,
security,economy,information,freedomofexpressionandassociation,representation,environment.The
mainareasofactivitiesoftheassociationare:
Information
Protection
Representation
RelationwiththeMedia
In2006Altroconsumodevelopedanonlinetestwith10exercisestotest,maintainanddevelopmemoryin
differentages.
The exercises in the test are related to auditive and visual attention, concentration and other abilities.
Theyhavebeentestedastoolfordiagnosisortostimulatecognitiveabilities.
Foreachexamplepleasetakeintoconsideration,categorizeandmakeremarksaboutthefollowing:
Method
Onlinetestwith10followingmemoryexercises:
1.
Namingimages
6.
Rememberingwords2
2.
Rememberingseriesofnumbers
7.
Rememberingwords3
3.
Readingandremembering
8.
Completingwords
4.
Rememberingimages
9.
Countingimages
5.
Rememberingwords
10. Puttingwordsinorder
Thetestlastaround30minutesanditgivesagradeanditgivesfeedbackandtipstotheuseraccordingto
theresult.
Primary Stimulation
Type
Mental function
Memory
Game
average
average
average
Exercise
PC
Level of
Ability to coOther
literacy
literacy
language
operate
YES good visual
yes
yes
no
no
abilities
Conclusions
Source
71 of 230
34. Englishfortravelling
Club3ndy(culturalaggregationclub)C.soArimondi,6/A10129TORINOItalytel.+39011509.62.54
Email:info@3ndyclub.itwww.3ndyclub.it
Club3ndyisaculturalandleisureclubbornbytheUniversityof3rdAge,andotherlocalorganisations,
promote activities for adults (mental activities courses, social activities etc , physical activities
bicycletours,sailingboatcoursesandtravels,etc).
Description: Course of English conversation based on practical conversation useful for travelling. After
thecourseatravelisorganizedinanAngloSaxoncountry.Theparticipantshavetoparticipateactively,
workingingroupandparticipatetotheconversation.
Thetargetgroupisstimulatedtoparticipatebecauseitisusefulforcommunicationandfortravelingina
moreindependentway.Themotivationisveryimportant.
Physical motor
Psychological
Primary Stimulation
Type
Mental function
functions
functions
Memory
average
average
average
Training
Inductive reasoning
PC
Level of
Ability to coOther
literacy
literacy
foreign language
operate
attitude towards life
No
no
BASIC LEVEL
yes
Source
info@3ndyclub.itwww.3ndyclub.it
72 of 230
Conclusions
35. Incompleteproverbs.
INSTRUCTIONS:Please,completethefollowingproverbsputtingthevowelsthataremissing(ifyoudont
knowanyofthem,pleasetrytofulfilitfindingsomesenseforthephrase).
AlltheproverbsbeginbytheletterA.
Primary
stimulation
Level of
stimulation
Memory
Inductive
reasoning
Type
Mental function
Long Term
Memory
Stimulation
exercise
Physical motor
functions
Psychological
functions
low
high
Logic Deduction
Pc. literacy
Level of literacy
Level of English or
other foreign
language
Ability to
co-operate
no
Writing and
Reading
no
no
Medium.
No
Other
Conclusions
It promotes cognitive stimulation and
maintenance
Source
73 of 230
36. VerbalFluencyI:ChainofWords
INSTRUCTIONS:Please,writedownone8letterwordafteranotherlinkingthembythelastsyllable
Primary
stimulation
Memory
Inductive
reasoning
Type
Mental function
Physical motor
functions
Psychological
functions
exercise
Verbal Fluency
low
high
Pc. literacy
Level of literacy
Level of English or
other foreign
language
Ability to
co-operate
no
Writing and
Reading
no
no
Medium.
No
Other
Conclusions
maintenance
Source
74 of 230
37. VerbalFluencyII
INSTRUCTIONS:Please,writeasmanywordsasyoucanthatstartbythefollowingsyllables
Primary
stimulation
Memory
Inductive
reasoning
Type
Mental function
Physical motor
functions
Psychological
functions
exercise
Verbal Fluency
low
high
Pc. literacy
Level of literacy
Level of English or
other foreign
language
Ability to
co-operate
no
Writing and
Reading
no
no
Medium.
No
Other
Conclusions
maintenance
Source
75 of 230
38. VerbalFluencyIII
INSTRUCTIONS:Please,writethefollowingwordsinalphabeticalorderinthecolumnontheright
Primary
stimulation
Memory
Inductive
reasoning
Type
Mental function
Physical motor
functions
Psychological
functions
exercise
Verbal Fluency
memory
low
high
Pc. literacy
Level of literacy

foreign language
no
Writing and
Reading
no
no
Medium.
No
Other
Conclusions
maintenance
Source
76 of 230
39. VerbalFluencyIV:IncompleteWords
INSTRUCTIONS:Trytofindthehiddenwords.Please,putonlyoneletterbyspace.Allthewordscorrespond
toanimals
Primary
stimulation
Memory
Inductive
reasoning
Pc. literacy
Type
Mental function
Physical motor
functions
Psychological
functions
exercise
Verbal Fluency
Memory
Logical deduction
low
high
Level of literacy

language
no
no
Writing and Reading
Medium.
No
Other
no
Conclusions
maintenance
Source
77 of 230
40. TheTowersofHanoi
GameDescription
BeforeyoutrytofigureouthowtheEgyptiansbuiltthepyramids,tryoutyourproblemsolvingskillswith
thisgame.Inthisgame,youmustconfigurecolouredringsonaseriesofpegsinordertomatchatarget.
Youcanmovethetopmostringoneachpegtoanotherpeg,butyoucanonlymoveoneringatatimeand
youcanneverputalargerringontopofasmallerring.Fromtimetotime,agivenpegmaynotholdany
rings:youmaymoveanyavailableringyoulikeontoanopenspace.
CognitiveFunctionExercised
Thisgamerequiresproblemsolvingskillsthatcallonthebrain'sexecutivefunctions.Youmustdefinea
strategy to reach a desired outcome, calculate the right moves to reach the solution in the shortest
possibletime,andremembertherulesoftheexercise.Traininginthiskindofthinkingishelpfulasaguide
to use in other problemsolving situations. The area of the brain at play is the prefrontal cortex, the
anteriorportionofthefrontallobeimportantforthe"highercognitivefunctions"andthedeterminationof
personality.
BenefitstoDailyLife
Youuseyourexecutivefunctionswhenmanagingyourtime,planningapresentationorapairingmenu,
outlining a report or even taking care of several children simultaneously. In every day activities, we
mustoftendevelopastrategytosolveaproblem.Developingthestrategyinvolvesanalysisofthegoalto
bereached,analysisoftheactionstepsneeded,aswellasanyconstraintsthatmayblockattainmentofthe
goal.Alongtheway,wemustevaluateobstacles,chooseamongmethodsforevaluatingvariousdecision
paths,andcomparetheeffectsandtradeoffsofeachpossiblemove.Sometimes,solutionstoproblemsare
readilyavailablebutwehavetofigureoutawinningstrategyandspecificactionstepsourselves.
78 of 230
79 of 230
80 of 230
41. EntangledObjects
GameDescription
Inthisgame,youseethreeentangledobjects,likeflowers,fruit,animals,geometricalfigures,oramoebas,
which taken together make up a more complex figure. These three entangled graphical objects are
comparedtoamultiplechoiceofsimilarordifferentobjectsthatarepossiblecomponentsofthecomplex
entangledfigure.Youmustchoosetheonethatispartoftheentangledfigure.
Tochoosethecorrectobject,youmustmentallydisentanglethecomplexfigureintoitscomponentparts.
Thistaskiseasierwithidentifiableobjectsorgeometricalfigures,butitisharderwithabstractfigures.An
objectseeninitstypicalcontextismoreeasilyrecognizedthanonethatisisolated.Onewaytofigureout
thedifferentcomponentsistolookcarefullyattheseparateelementsandthenmentallyvisualizethem
togetherintoonefigure.
Identificationiseasierwhenthefiguresaremeaningful(objects,geometricalfigures),sodetailsaremore
relevant thanthe analysisof the whole figure. However, recognition will be more difficult with abstract
figures.Naturally,suchacomplextasktakesgreatconcentration.
Thisexercisetrainsyoutospottheidentifyingcharacteristicsofanobject,storetheminworkingmemory,
and then transform the details into a whole by visualizing it in your mind and holding it there while
accomplishingthesametasksfortheotherobjects.Thegametrainsyourvisualandspatialskillsandyour
workingmemory.
BenefitstoDailyLife
When you look at something, you usually recognize it easily because you match what you see with the
image stored in your longterm memory. To be able to make the match in everyday situations, we rely
upon thousands of stored images, associations, and categorizations in our memory. We use these skills
eachtimewetrytoseparatefigurefromgroundinavisualdisplay,visualizewaystoredecoratearoomor
evenanalyzepatternsoftrafficwhendriving.
81 of 230
82 of 230
83 of 230
Primary
stimulation
Processing
Memory
Inductive
Type
Mental function
Physical motor
functions
Psychological
functions
game
Memory
Attention
Language
Executive
Visual-spatial
medium
high
Pc. literacy
Level of literacy

foreign language
Other
yes
Writing and Reading
yes
no
Mental activity
training
high
Source
www.happy-neuron.com

No
84 of 230
Conclusions
It is scientifically developed and validated
42. CardGamesTournamentsandBoardGamesWorkshops
Boardandcardgameshelpdevelopingandmaintainingawiderangeofabilities.Thesimplemanipulation
ofgamepiecesfacilitatesocialinteraction:throughsensorialexperience(touchingwoodorplasticpieces,
watching bright colours, moving pieces, throwing the dice, etc.) the elderly establishes again a relation
withobjectsandstrengthenhis/herperceptionofspacesandtime.Imaginingtheconsequencesofones
own actions in relation to others, imagining the opponents strategy and adapting to it: all this means
formulatinghypothesis,usinglogicalabilities.Inthismannertheelderlykeepsreasoningoncausesand
effects,notionofnumbersandsums,recognitionofcolours,understandingofspace.
Cardgamesarealsorootedinthecultureofindividualsandgroups,playingthesegamesmeansbeingable
tokeepcontactwithelementsofpersonalidentity.
Primary
stimulation
Processing
Memory
Inductive
Type
Mental function
Physical motor
functions
Psychological
functions
game
Yes
Average
Yes
Pc. literacy
Level of literacy

foreign language
Other
No
No
No
Yes
Mental activity
training
high

No
Source
85 of 230
Conclusions
It is scientifically developed and validated
43. CrosswordPuzzle.(willbeadded)
Arethereinconnectionwiththeactivityanyrequirementsto:therecanbeverydifferentformsasin
Estonianorotherlanguagesanditcanbepaperversionbutitalsocanbeincomputer
Primary
stimulation
Level of
stimulation
Memory,
Inductive
Reasoning and
Processing
Pc.
literacy
Level of literacy
Type
Mental
function
Can be Game
Exercises
Level of English or
other foreign
language
Ability to
co-operate
Other
Are there in connection with the activity
any requirements to:
there can be
very different forms as in Estonian or other
languages and it can be paper version but
it also can be in computer
Reading complex
texts, writing
Physical motor
functions
Source
86 of 230
Conclusions
44. Playwiththewords
Thereisaleaderofthegroupwhohelpsandsupportstheactivities.
Thegroupwillchoosetheconversationpeaceandagreetherules:f.e:todaywewillstartwiththewords
ofanimalsandIstartwiththeelephant(givesshortoverviewoftheactivitieswhatelephantisdoingand
describeswhatischaracteristictotheelephant).Mindactivitycanbecombinedornotwiththephysical
activity.Thenthenextparsonfromthegroupmustnamenextanimalandtheanimalsnamemuststart
withthelastwordofthelastletterofthepreviousanimal.(Remind,keepinamemory,analyse.
Thisgameisvaluableinallagegroups.Forelderlywhohavedifficultieswithmemoryspecialpicturesof
animalscanbeused(tohelpmemorising).
Primary
stimulation
Memory
Inductive
reasoning
Level of
stimulation
High, such games
are really useful at
breaking people of
their routines of
thought
Type
Mental
function
Physical motor
functions
Psychological
functions
Game
Exercise
imaginative,
reminding,
social and
emotional
Can be different;
depends what group
of words is used (f. e.
if the animals then
with the name can be
also activity added)
High
Pc. literacy
Level of literacy
no
variable
High, such games are really useful at

breaking people of their routines of
thought

foreign language
variable
Different word groups can be used:
flowers, trees, town ect.
Source
87 of 230
optional
Other
Conclusions
Creativity of the group is valued. Can
be use in small or also in big groups
45. Universityofthe3rdAgeWebsite
Primary
stimulation
Memory inductive
reasoning
Processing
Pc. literacy
Level of
stimulation
Level of literacy
yes
yes
Type
Mental function
Training
yes

foreign language
Physical motor
functions
Psychological
functions
yes
Ability to
co-operate
Other
Attitude towards life
Conclusions
Source
In the framework of postgraduate studies at Gdansk University of Technology ICT in vocational training
88 of 230
46. ABCPc.Website
Primary stimulation
Memory
Inductive reasoning
Pc. literacy
Type
Physical motor
functions
Psychological
functions
Training
Level of literacy
yes
high
Source
ABC PC
Mental function

foreign language
yes
89 of 230
Conclusions
Other
47. MeetingofGenerations
Primary
stimulation
Level of
stimulation
Type
Mental function
Physical motor
functions
Psychological
functions
Pc. literacy
Level of literacy

foreign language
Source
Meeting with generations
90 of 230
Conclusions
Other
48. UTWCoursesOnLine
Primary
stimulation
Memory inductive
reasoning
Processing
Level of
stimulation
Pc. literacy
Level of literacy
yes
yes
Type
Mental function
Training
yes

foreign language
Physical motor
functions
Psychological
functions
yes
Ability to
co-operate
Other
Attitude towards life
Source
UTW courses online
91 of 230
Conclusions
49. KlubSeniora.KlubSenior
Primary
stimulation
Memory Inductive
reasoning
processing
Pc. literacy
Level of
stimulation
Type
Mental function
Physical motor
functions
Psychological
functions
training
yes
yes
yes
Level of literacy

foreign language
some
some
high
Source
Meeting with computers for retired people at Gdansk University of Technology
92 of 230
Other
Attitude to life
Conclusions
50. Memoryasautobiography
This project was created as response to the need of maintaining the essential mental function of
memory,asadirectreflectionoftheabilitytoorderintimeandspacehappeningsofthelifeoftheelderly.
This means finding the appropriate means and contexts to recreate past experiences linking directly
whattheindividualhasbeenandkeepsbeing,andasaresultofthislink,toliveatpresenttimehisorher
condition which has its own history, characteristics and unique identity. The Memory project aims at
empoweringtheelderlyfollowingaholisticapproachthroughthepracticeofautobiography.Toolsused
arephotoslidesshows,movies,music,storytelling,drawings,walksintheneighbourhood,andcreationof
newsletters.DuringthisprojectCEMEAhascollectedaverylargenumberofinformationabout:
ChildhoodinTorinointheearly900
Workandfamily
Thechaosofwarandreconstructedcollectivememory
Leisuretimeandtheboomyears
Themainobjectiveistogivevoicetoadailycollectivehistorywithastrongculturalandanthropological
value.
The activity has also been used to produce information material on the life of the elderly,
intergenerationalmeetings(e.g.inschools)photosshowsandmeetings.
Mental
Physical motor
Psychological
Primary Stimulation
Type
function
functions
functions
Memory
Inductive reasoning
story telling and
yes
no
yes
Processing
discussion groups
PC
literacy
no
Level of
literacy
no
Level of English or
other foreign
language
no
Other
YES during discussion

groups and preparation of
exhibitions
positive attitude towards life
Source
93 of 230
Conclusions
51. TwoinOne
94 of 230
95 of 230
ThesoftwarecanbetestedinademoavailableinMindFitWebsite.
www.emindfitness.com
Primary
stimulation
Processing
Memory
Inductive
reasoning
attention
Type
Mental function
Physical motor
functions
Psychological
functions
game
Short term and long term memory

Visual and hearing memory
Working memory
Divided attention
Tasks planning
Decisions making
medium
high
Pc. literacy
Level of literacy
Level of English or
other foreign
language
Ability to
co-operate
Other
yes
Writing and
Reading
yes
no
Mental activity training
high
No
Source
www.e-mindfitness.com
96 of 230
Conclusions
It is not necessarily addressed to elderly
people; it can be used by any group age
capable of using a computer.
52. LaCaixa.ClubEstrella
La Caixa is a savings bank with social and non for profit orientation. With its activities, La Caixa
contributestoterritorialdevelopmentbyavoidingfinancialexclusion,promotingsavingandinvestment
anddevelopingcharitableworkforthebenefitofthecitizens.
Among its activities, La Caixa counts with a specific programme addressed to elderly people which
includesdifferenttypesofactivities:seminars,conferences,library,computers,etc
Inrelationtobraintraining,LaCaixaWebsitehostsanonlinegameforexercisingmentalactivities:
Theonlinegameoffersdifferentpossibilitiesforexercisingthebrain:
a) Memorygames
b) Logicgames
c) Observationgames
d) Solitairegames
97 of 230
a) MEMORYGAMES
b) LOGICGAMES
98 of 230
c) OBSERVATIONGAMES
d) SOLITAIREGAMES
99 of 230
Primary
stimulation
Processing
Memory
Inductive
reasoning
observation
Type
Mental function
Physical motor
functions
Psychological
functions
game
attention
memory
observation
logic
medium
high
Pc. literacy
Level of literacy
Level of English or
other foreign
language
Ability to
co-operate
Other
yes
Writing and
Reading
no
no
Mental activity training
high
No
Source
http://portal.lacaixa.es/clubestrella/juegos_es.html
100 of 230
Conclusions
It is not necessarily addressed to elderly
people; it can be used by any group age
capable of using a computer.
53. LearningEnglishwithBBC
(Orotherlanguagetrainingoffers)
Languagelearningisoneofthebestwaystokeepthebrainfit.Whatitdistinguishesfromotherwaysof
trainingistheusefulnessofthetraining.Wegetsomethingwhatwecanuseinpractiseforournext
travelabroad,formakingfriendsinothercountries,forreadingjournalsandbooksinforeignlanguage.
Therearemanypeoplewhodonotliketomakesudokuorotherexercises.Theyaremanlymovedby
usefulnessoftheiracting(andlearning).
Therearemanywaysforlanguagetraining(whichistrainingthebrainatthesametime).Itdependson
theexternalcircumstances(mobility,reachability)orpersonalcapabilitiesandinterests,whichofferI
chose:selflearningcoursefromthelibrary,eveningclassesattheAdultlearningcentre,blendedlearning
offerfromatrainingcentre).
Thisgoodpractisereferstoanofferwhichisattractive,hasahighqualitystandardandallowsboth:
trainingandsocialcontactsviainternet.
Easytouse,funny,free,recommendedifusefulnessmotiveisimportant,scientificallyprovedeffects,
differentchallengelevels.
Physical motor
Psychological
Primary stimulation
Type
Mental function
functions
functions
Processing
Game
Memory
Exercise
visualization
none
none
Inductive reasoning
training

Ability to
Pc. literacy
Level of literacy
Other
foreign language
co-operate
Social contact with other
low
Variable
Variable
optional
international learners in blogs
etc. possible
Any new ideas related to this Conclusions
Easy to use, funny, free, recommended if
High, various exercises can be chosen
usefulness motive is important, scientifically
proved effects, different challenge levels
Source
http://www.bbc.co.uk/worldservice/learningenglish/general/
101 of 230
54. Music
Thereisaleaderandgroupofpeople.Theleaderhas6differentsongs(orothertypeofmusic)andthe
sametimeshe/hehascardswiththenumbers(sameamountassongs).Thepeopletakingnumberstryto
rememberthesong,whattheyheardbefore,orwordsfromthesongorauthor.
Thesameplaycanbealsousedwiththeactivitiesofhands(clappingorshowingactivitiesdescribedin
thesong)
Alsothenumberscanbeusedtoorderthesongwhatwasthefavorite.
ThisandmaterialbelowAnnehasbringfromtherefreshingcoursestoAlzheimerdiseasepatientnursing
fromFinland.
Theyalsosuggestedtothesepatientspicturesfromthepersonslifetorememberthings,names,and
activities;pictureswithdifferentcolorstodescribeemotions.
Primary
stimulation
Level of
stimulation
Memory
Inductive
Processing
Remind
Type
Exercise
Training
Mental function
Physical motor
functions
Psychological
functions
imaginative,
reminding, social
and emotional
Can be different;
depends what group of
words is used (f. e. if the
animals then with the
name can be also
activity added)
High
Pc. literacy
Level of literacy
NO
Variable.
high

foreign language
Variable.
optional

The same idea can be used in the
computerbased set. The question is
only about the authors rights.
Conclusions
Other
The same way peaces of poems can

be used
Source
Joensuu AKK, Finland - refreshment course for the staff and learning course for the III course students and this method
was made as a common work in the seminar
102 of 230
55. Memorybox
Targetgroupandobjective:
ThepurposeofthememoryboxistofindanewapproachforhelpingDanishseniorcitizens(60+)aswell
aspersonssufferingfromabeginningstageofdementiatostimulateandrecallmemoriesfromtheirlives.
Thisprocessisfacilitatedinthismanner,astheitemsoftheboxwillbringbackassociationsfromthepast.
Inshort,theconceptincludestheuseofboxesandsuitcases,eachcontaining4060items,fortheuserto
see,whichleadstoasucceedingtripdownmemorylane.
Contents:
The contents of such a Memory box are old, historic items, divided into themes that are continuously
updated.Thefollowingisanabstractofthemesusedinsocalledthemeboxes:
1.TheRoyalfamily
2.TheGermanoccupation
3.Myyearsofmilitaryservice
4.Farmerlife
5.Myths,superstitionandwisepeople
6.Navigation
7.The1950sand60s.
8.Childhoodandplay
9.Familyevents
Someexamplesofactualitemsinamemoryboxare:
1.
Ascrapalbum
2.
Awoodendoll
3.
Aphotography
4.
Aboot
5.
Alittleboatmadefromlead
6.
AplasticcontainerwithBrioblocksfromthe1940s
7.
Agreenhopscotchstone.
Primary stimulation
Type
Mental function
Psychological
functions
Pc. literacy
Level of literacy

foreign language
Source
http://www.sfi.dk/Default.aspx?ID=15
103 of 230
Conclusions
Other
56. TheOldTown:Memorymediation
(Erindringsformidling)intheOldTowninAarhus
A brief introduction to the Old Town

The Old Town is a famous Danish museum
consisting of 75 historical houses, gardens,
exhibitions, houses, shops, and workshops. The
museum is a living and breathing experience of
what it was like to live and work in a Danish
market town, as it was in the old days. Here it is
possible to experience a market town at the time of
Hans Christian Andersen, where fairytale awaits
just around the corner. Meet the people and
characters of yesteryear, experience life as it was in
their living rooms and kitchens; and smell the
flowers right in their own gardens.
Memory mediation project
Purpose and target group
The concept, briefly stated, has the basic main
purpose of obtaining human worth for a target
group consisting of patients suffering from
dementia.
Contents
Primary
stimulation
Type
Te method includes two co-operating parts. The

first is a systematic influence of senses, and the
other part is specialized professional staff who
listens and talks in order to create space for the
formulations of the patients during the meeting.
The historical settings of the Old Town are used in
order to create a bombing of the senses in the
attempt to open the doors of the memory.
Mental function
Physical motor
functions
Psychological
functions
Pc. literacy

foreign language
Level of literacy
Source
Henning Lindberg, The Old Town, Aarhus
Den Gamle By erindringen (The Old Town Memory)
Nyhedsbrev 2 november 2006 (Newsletter no. 2)
104 of 230
Conclusions
Other
57. Memorydance
AnotherDanishinitiativeinrelationstoMindWellnessisthesocalledmemorydance.
Inmanycaseselderlyisoftenconnectedtoareducedabilitytolearnnewthings,whereasgeneral
knowledgeandknowledgeacquiredinchildhoodatschoolwillremainintactmuchlonger.Therefore,
thesememoryresourcesfromchildhoodcombinedwiththephysicalskillsmakedancingahighly
appropriateforseniorcitizens.
Contentsandtargetgroup:
Theconceptbeginswithteachinginrelationstodementiaandcommunicationtoolsforthestaff,followed
byanagreedamountofdancinglessons,eachofthedurationofonehourincooperationwithprofessional
instructors.Thetargetgroupofthisactivityisseniorcitizenssufferingfromdementia.Thedementia
consultantisthepromoteraswellasthemediatorbetweennursinghomesanddanceinstructors.
Source:AnnetteJohansen,TheDanishKnowledgeCentreonAgeing,
Primary
Physical motor
Psychological
Type
Mental function
stimulation
functions
functions
Pc. literacy
Level of literacy

foreign language
Source
Annette Johansen, The Danish Knowledge Centre of Ageing
http: //www.aeldreviden.dk/
105 of 230
Conclusions
Other
58. FactSheets
Name/Exercise
FactSheets.InGermanSteckerderivingfromSteckbrief warrantsofapprehension
ActivityDescription
Excitingdescriptionsseekingtracesbyassociation
Hereyouhavetoguesspersonsorobjects,sometimesalsoevents,bygettingsomecluesthatdescribethe
questioneditem.Thefirsthintisverydifficult,butstillaclearindication.Byreadingtheotherreferences
thesolutiongetsclearerandeasier.Butthereisonlyonesolution.
Ifyoucantfindthesolutionimmediatelyitsnotaproblem,butevendesirable,becausethenyouhaveto
startamoreintenseinformationprocessing.Aftersometimeofreflectingandrepeatedreadingyoucan
look up the solution. If you reflect the hints again knowing the answer you may experience lightbulb
moments
Example
Whoisit?
a) Thepersonisauniversalgeniusasregardsengineeringandarts,inarthistoryhe/shesnamed
afterthetownwhereshe/hewasborn
b) Rome,FlorenceandMilanwerethecentresofhis/heractivity.
c) Hereachedapositionthatnowadayswouldbecalledministerofdefence.
d) His/hermostfamouspaintingisnotinhishomecountrybutintheLouvreinParis.
e) One of his paintings illustrates a situation described in the New Testament with 13 people at a
table.
Whatisitfor?
Whataretheeffectsofdealingwiththesefactsheets?
By thinking over the different references coming from various thematic subjects, you require your
concentration, association and also the wordfinding gets encouraged. By looking for the solution in
differentdirectionsthevarietyofyourthinkingandfreeassociatingispractised.Associationsshallbeable
toswingbackandforth.
Compared to the question games that are described above for which you primarily need short
concentrationfortheseexercisesyouratherneedtargetorientedpermanentconcentration.
Primary
Physical motor
Psychological
Type
Mental function
stimulation
functions
functions
Memory,
Transfers to daily life:
Concentration and
Exercise - Game
Finding words
reasoning

Ability to coPc. literacy
Level of literacy
Other
foreign language
operate
No
No
no
Conclusions
Its adequate for individuals but also for
Variable. Different questions (difficulty,
group work (maybe more fun for
subjects, etc.)
groups)
Source
Stengl, F. & S. Ladner-Merz (2008), pp. 45
106 of 230
59. CombiQuestions
ActivityDescription
Findingwordswiththesameinitialletters
Thisisavariationofthequestionsdescribedabove.Thequestionsherecanbeansweredwithoneword,
thatallstartwiththesameletter.So,ifyouknowtheanswertooneoutofacomplexofquestionsyou
automaticallyknowtheinitialofallotheranswers.
Withthesekindofpuzzlesyourepractisingespeciallyconcentration,wordfindingandreproduction.
Physical motor
Psychological
Primary stimulation
Type
Mental function
functions
functions
Memory, Concentration,
Exercise - Game
Language and Reasoning

Level of literacy
Other
foreign language
operate
Ready made exercise sheet
No
No
No
or Paper and Pen
Conclusions
Variable difficulty. Different questions
(difficulty, subjects, etc.)
groups)
Source
107 of 230
60. Questionsforreflecting
ActivityDescription
Thepointwithinthesegamesisthatyoureconfrontedwithquestions,comingfromdifferentsubjectsor
sections,whichdonthaveanyconnectionsothatasolutionwouldbefacilitated.Boththequestionsand
theanswersshallarouseinterestinthereader.Thismeans,thattheyarenotbanalorjustofferspecific
knowledgebutrathertrymakeassociationsandconnectionsbetweendifferentfieldsofknowledge.Its
notimportantthatyoualreadyknowtheanswer.Itsessentialthatyougetinterestedoramazedandyou
canfindoutnewthings.Especiallyquestionsthattouchyouremotionsaresuitable,asemotionalmatters
areprocessedandmemorisedinabetterwaythanpureintellectualmatters.
Ifadiscussionoranextensionoftheproblemwithinaconversationmayariseitsevenmorestimulative.
Commentsandexplanationswithintheanswersshallstimulatethereadertofurtherdosomefurther
research.Thereforetheuseofencyclopaediasismuchdesiredasthetrainingwillbeevenmoreeffectiveif
theinformationprocessingisintensifiedandenhanced.
Examples:
Howmuchcouldahumanbeingweighing70kgeat,ifhewouldeatasmuchasashrewproportionatelyto
itsweight?
Whydowethinkthatgreenvegetablesarehealthy?
WhatwritingmaterialsdidtheancientRomansandGreeksuse?
Physical motor
Psychological
Primary stimulation
Type
Mental function
functions
functions
Memory, Concentration,
Exercise - Game
Language and Reasoning

Level of literacy
Other
foreign language
operate
Ready made exercise sheet
No
No
No
or Paper and Pen. Maybe a
lexicon to look up things
Conclusions
groups)
Source
108 of 230
61. SenioresOnLine
Club3ndy
(CulturalAggregationclub)C.soArimondi,6/A10129TORINOItalytel.+39011509.62.54Email:
info@3ndyclub.itwww.3ndyclub.it
Club3ndyisaculturalandleisureclubbornbytheUniversityof3rdAge,andotherlocalorganisations,
promoteactivitiesforadultpeople(mentalactivitiescourses,socialactivitiesetc,physicalactivities
bicycletours,sailingboatcoursesandtravels,etc).
Description:
Basicinformaticsandinternetcourseforover60toleanusingcomputerandinternetinordertocreatea
virtual community. The course is very practical with exercitation on useful websites (bank, post,
institution,culturalactivities,etc),houseassistance,etc...
Itisplannedonthedemandofthetargetgroupwhichiscomposedbypeoplethatforageingreasonsare
onlynowapproachingtheICTinstruments.Theteachersareyoungpeople(studentspremasterdegreeor
already with master degree) of the Collegio Universitario di Torino R. Einaudi in order to create an
interestingintergenerationalexchange.
Fortheteachersisaverygoodlifeexperience:theyhavetolearntobeteachersforthefirsttime,andstep
bysteptheylearnthattheapproacheswiththeelderlypeopleneedalotofpatienceandnotveryformal
training. Moreover doing this job, they learn morethan whatthey expected because in some case they
becomethestudentsandtheelderlypeopletheteachers.
Forelderlypeopleisveryimportantthemotivation:inthemostcasestheywanttolearntousecomputer
and internet because the nephews are very smart with them and thy want to learn more about this.
Moreoverthesocietyisalwaysspeakingofinternetonlineandtheywanttobeupdated.
Throughtheintergenerationalapproachtheylearnmoreandinabetterway.
High.Reallyusefulforsocialization;tobesocialincluded(andnotexcluded);Stimulationofcerebral
functions.
Thetrainingisofferedbyyoungpeople(studentspremasterdegreeoralreadywithmasterdegreeofthe
CollegioUniversitariodiTorinoR.Einaudi):thereforethestimulationisguaranteedbyanintergeneration
exchange.
Theteacherschangeeachtwolessons;thismethodrepresentsagoodandpositivestimulationforthe
targetgroupbecausetheyhavetolearnthroughdifferentteachingapproaches.
Physical motor
Psychological
Primary Stimulation
Type
Mental function
functions
functions
Memory
average
average
average
Reasoning
Training
Processing
PC
Level of
Ability to coOther
literacy
literacy
foreign language
operate
(reading
NO. Dictionary with the most
Not necessary,
positive attitude toward life and ability
No
complex texts,
frequently words used for
but Itll be useful
to interact with others
writing)
computer was provided.
Conclusions
Source
www.3ndyclub.it
109 of 230
62. TEKNOTREIstitutodiCultura
TEKNOTREIstitutodiCultura
Via P. Clotilde, 95/A 10144 Torino Italy Tel. e Fax 011.4376565 email: info@teknotre.org website
www.teknotre.org
Description:
TEKNOTREisanoprofitinstitutionactingaslocalbranchofUNI3thatprovidestrainingandeducationto
its members through formal classes and practical workshops on different topics. It promotes active
participation of its members to local cultural activities in order to facilitate information, access and
adequate understanding of the opportunities available at local level and promotes intergenerational
dialogue as a tool for social inclusion and empowerment of the elderly, especially by developing their
scientificknowledgeandtechnicalskills.
Itsmembersaremainlyelderly(over55/60)whoaremotivatedinfurtherdevelopingtheirstudiesand
benefitfromaspaceofindependenceandinteractionwithpeoplewithsimilarinterests.
TEKNOTREorganisesclassesonseveraldifferentsubjectsinordertoprovideawiderangeofnotionsand
involvingmembersactivelyaccordingtotheirinterestsandlearningneeds.
All members can choose among disciplines on a fully voluntary basis, with no restrictions in terms of
formaleducationdegreesorgrades.
All courses include study visits to different sites, institutions and cultural events in order to further
understand the different specific subjects of the course, by providing at the same time a space for
interactionandsocialintegrationofelderly.
The approach used in TEKNOTRE is mainly formal education (lectures andpresentations) and practical
training (e.g. Computer Technology, Digital Design, etc.) with no focus specific methodologies for brain
training.
Method
Every course is based on 12 or 24 classes taking place every 15 days or every 7 days. Each class takes
around2hours,includingsocialization,aformalinput,questionsandanswers.
Practical training workshops include learning by doing activities with technical assistance by experts.
Intergenerational dialogue with young trainers is used as a tool for mutual education and social
integration,especiallyduringtechnicalcourses.
Mostcoursesincludeastudyvisit,infactTEKNOTREaimsatprovidingeducation,trainingandovercome
solitudeandsocialexclusionthroughaspaceforleisureandinteraction.
Physical motor
Psychological
Primary Stimulation
Type
Mental function
functions
functions
Memory
Inductive reasoning
Training
average
not required
average
Processing
Level of English or
Level of
Ability to coPC literacy
other foreign
Other
literacy
operate
language
NO BUT IT IS
positive attitude toward life and ability to
No
No
No
STIMULATED
interact with others
Conclusions
Source
www.teknotre.org
110 of 230
63. AssociazioneNazionaledelleUniversitdellaTerzaEtUNITREUniversitdelle3et
CorsoFrancia,510138TorinoTel.+39011.433.75.94Fax+39011.434.96.33
Email:unitre@unitre.net
Description:
The University ofthe Third Age, is an important instrument forthe provisionof learning among adults,
especiallyfortheover5060s.
Itwasbornin1975,anditwassignedUNITREasUniversityofthethreeagesoflife,inordertoinvolve
differentagedpeopleandnottoisolatetheelderlypeople.
Allparticipants(teacherandorganizerincluded)arevolunteer.
TheUniversityoftheThirdAgestartsfromtheassumptionthatitisthebodywhichbeginstoagefirst.
The mind, on the other hand, lasts rather longer. Mental activity is therefore essential: if the mind is
developed and kept active, alive and operative, it can provide considerable help to the human being in
dealingwiththeprocessofdecline.
If we are able to remain with continuity ourselves, if in other words the time factor is substantially
neutralisedthroughastateofmindwhichisstableandwhichcontinuestoguideourdailylives(linking
togetherpast,presentandfuture),thentheprocessofevolution/involutionisthereforecapableofbeing
guided,of being selfregulated in terms ofknowledge and emotions, andable todeal with the various
numerousproblemsoflife.
TheUniversityorganisesseveralcoursesandactivitiesindifferentlocalcontexts,adaptingitsmethodto
theculturalandterritorialbackgroundofbeneficiaries.
Schedules and methods of classes are organised in order to ensure its accessibility, including evening
classesandcombiningvocationaltrainingwithformaleducationmethods.
TheUniversityofthethirdAgerunsthematiclearningcoursesandorganiseseventswhicharedesignedto
educate, inform and enable its participants to develop an understanding of society and of the local
territory.
Thetrainingshouldbepermanent,recurrentandrenovating.
Theprogrammeisdefinedwiththestudents.
Some courses are followed by experts (psychologists) in order to help the dialogue, the comprehension
andthecommonwork.
Theteachersarecheckedbytheorganizerinordertobesurethattheyaretherightonesforthetarget
groups;sometimesareyoungpeople(i.e.forinternetandcomputercourses)tohaveanintergenerational
interaction.
Method:
45min.speakers/teachers;15min.socialization;debate.
Tolearnforthementalandphysicalwellness;tosocialize;tobecomearesourceforthesociety(andnot
tobeexcluded).Itisimportanttostimulatethedialogue(alsowiththeothergenerations):forthemost
partofelderlypeopleitisimportanttospeakandtellabouttheirhistory(memory).
ManypeopleareparticipatingtotheUniversityonthethreeagesbecauseintheirlifetheycouldntstudy
astheywant(inparticularwomen).Withthisuniversitytheycanrealizeadream.Itisalsoagoodtoolto
getthroughthesolitude(formanypeopletheassociationgivesthembacktheirlife)
111 of 230
Primary Stimulation
Memory
Inductive reasoning
Processing
Level of
stimulation
Type
Training
Mental function
Physical motor
functions
they accept all

people without
discrimination
they accept all people

without discrimination
PC literacy
Level of literacy
Level of English or
other foreign
language
no
no
no
NO BUT IT IS
STIMULATED
Conclusions
Source
Associazione Nazionale delle Universit della Terza Et UNITRE Universit delle 3 et. www.unitre.net
112 of 230
Psychological
functions
they accept all
people without
discrimination
Other
64. MemorisingPictures
ActivityDescription
Trytomemorisethesepicturesasgoodasyoucan,sothatyoureabletoanswerthequestionsonthenext
page.
Page2:(thepictureiscoverednow):
- Whichobjectscanyouremember?
- Whichobjectswerepicturedmorethanonce?
- Whichobjectswerered?Whichoneswereyellow?
- Whatprofessionscanyouassociatewiththeseobjects?
Primary stimulation
Type
Mental function
Perception and Senses, Memory

and Concentration
Exercise
Transfer to daily Life:

Memory for everyday
life (e.g.: shopping)
Pc. literacy
Level of literacy

foreign language
No
No
No
Physical motor
functions
Psychological
functions
Other
Ready made exercise sheet or
Pictures (photos) / Real Objects.
Paper and Pen.

this
Variable difficulty. Different pictures, Pictures

referring to Topics,
Group Training: No pictures, but real subjects
Conclusions
group work (maybe more fun for groups)
Source
Exercise 1/February 2009; contributed by Christine Hold, www.gedchtnistraining-oebv.at
Stengl, F. & S. Ladner-Merz (2008). Gedchtnis spielend trainieren, 2. Aufl., Stuttgart: memo Verlag
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65. MindFit
MindFitisacognitivetrainingsoftwarethatassesses,trainsandimprovescognitiveskills.
Itisacustomisedsoftwaresotheusercanalwaystrainathis/herdifficultylevelwiththetaskshe/she
needsthemost,accordingtothepreliminaryassessmentandtohis/herdailyresults.
Thesoftwareiseasytouseandittrainsandimprovesawiderangeofcognitiveskills,suchas:
Shortandlongtermmemory
Visualandhearingmemory
Workingmemory
Dividedattention
Visualandhearingperception
Handsightcoordination
Tasksplanning
Decisionsmaking
Etc
Additionally, the software brings elderly people closer to computers, being an ideal tool for preventing
mentalcapacityproblems.
Thesoftwarecontainsseveralmentaltrainingtaskssuchas:
a) TimeEstimation.Ittrainstimeestimationskillsusingbothvisualandauditorychannels.
b) CrossRoads.Itforcestosplitattentionbyperformingtwounconnectedtaskssimultaneously.
c) MemoryDrills.Itexercisesandimprovesshorttermmemorybymemorisingandreplicatingaseries
ofnumbers,objectsandsymbols.
d) FilingCabinet.Largeamountofdatamustbeorganisedintocategories.
e) TipoftheTongue.Visualsareusedtobuildastrongerconnectionwithnamingskills
f)
ProblemSolvingAbilities.Itimprovesproblemsolvingactivitieswithreallifescenarios.
g) VisualPerceptionataFastPace.Visualperceptionisimprovedbycolourful,fastmovingpictures.
h) Picasso. It trains visual shortterm memory, as well as the ability to rebuild a pattern from given
parts.
The user is required to memorise and abstract design as a whole, as well as the specific parts that
compriseit.Theuserwillhavetodevelophis/herownstrategytodobothwithalimitedtime.
i)
Inside and Outside. It trains divided attention skills, which is the ability to pay attention to more
thanonestimulusatatime.
j)
TwoinOne.Ittrainsdualtaskskill,whichistheabilitytoperformtotaskssimultaneously.
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a) PICASSO
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b) INSIDEANDOUTSIDE
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Primary stimulation
Type
Mental function
Physical motor
functions
Memory. Attention
Game
Ability to rebuild a
pattern from given
parts
Visual Short Term

Memory
Pc. literacy
Level of literacy
Yes
Level of English or
Ability to
co-operate
Source
www.e-mindfitness.com
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Other
Conclusions
Psychological
functions
66. PerceptionTraining
Theseperceptionbraintrainingpuzzleswillallgiveyouagridthatcontainsrandomlycolouredcells.
Yourmissionistostudythegridfortenseconds,andthenafterthatyoumustHidethepuzzle.Youmust
thenanswerthequestionsthatwillappearunderneaththisfunbrainboostingmentalworkoutpuzzle
whenyouhidetheperceptionbraintrainergrid
Examples:
1)Whichcolourappearstheleasttimesinthepuzzle?
2)2coloursappearthesamenumberoftimesinthepuzzlehowmanytimesdotheyeachappear?
3)Whichcolourappearsthemosttimesinthepuzzle?
Onceyouhaveansweredthequestions,eitherlookatthegridagaintoconfirmyouranswers,orclickto
showthenumberoftimeseachcolourappears
Primary
stimulation
Memory
Processing
Level of
stimulation
Type
Mental function
Physical motor
functions
Psychological
functions
Training
Memory and
perception
Low
Low
Pc. literacy
Level of literacy

foreign language
Optional (can be
online or on paper)
Low (to follow

instructions)
Low (to follow instructions)
None
Moderate, though it claims to be
Could be more interesting than a
primarily based on perception, it
collection of coloured blocks. Pictures
appears to be more memory based
could be used.
Source
http://www.braintrainingpuzzle.co.uk/perception-training.php
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Other
Conclusions
Not clear whether this just an
enhanced memory game.
67. MATMentalesAktivierungsTraining(MentalActivationTraining)
German Bundesverband Gedchtnistraining e.V. (BVGT) developed special training material for German
trainers.Thetrainingconsistsofthreeseminars.Onegroundlevelandtwoadvancedlevelseminars(40
hourseach).Amemorytrainerisrequiredtoattendallthreeofthembeforecertification.
IntegratedMemoryTrainingcomprises:
Cognitiveexercises:wordandlanguagegamesthattrainvocabulary,languageskills,intellectual
agility, creation of associations, attention span and concentration, reproduction and intellectual
agility.
Specialexercisesthattrainperceptivefaculties:vision,hearing,senseofsmell,senseoftasteand
senseoftouch,andcreativity.
Psychomotoric exercises that positively influence the intake of oxygen stimulate the heart rate
andthepsycheofanindividual.
Socialcontacts
Targetgroupsfortheintegratedmemorytrainingexercises,carriedoutbythequalifiedtrainersare:
Childrenofschoolage,students,workingpeopleandhomemakers
Physical motor
Psychological
Primary stimulation
Type
Mental function
functions
functions
Game
Processing
Exercise
all
yes
high
Memory
training
Level of English or
Ability to
Pc. literacy
Level of literacy
Other
other foreign language co-operate
Social contact with other
If done with pc
Variable
No required
optional
international learners in blogs etc.
possible
Any new ideas related to this Conclusions
High
Cognitive exercises
Special exercises that train
Scientifically based training, to recommend
perceptive faculties:
Psychomotoric exercises
Social contacts
Source
www.gfg-online.de
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68. Recognizingfootstepsofanimals
Fromthelistofanimalschoosewhosefootstepyoucanseeinthepicture
Howmanycanyourecognize?Yourpointsarecounted...
Primary stimulation
Type
Mental function
recognition
Exercise
Memory
recognition
Physical motor
functions
Psychological
functions
Pc. literacy
Level of literacy
low
low
high
Level of English or
none
this
a change to all the
mathematics-based
exercises
Ability to
co-operate
none
Other
Conclusions
highly motivating, fun to do
copyright problems
Source
http://tttweb.hu/agytorna.php?meret=600x380&rovat=oktatas/termeszet&nev=allatnyomok
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69. TAICHIChuan
Primary
stimulation
memory
Pc. literacy
Level of
stimulation
Level of literacy
Type
Mental function
training
yes
Level of English or
Physical motor
functions
yes
Ability to
co-operate
Psychological
functions
Other
Attitude to wards life
high
Source
Tai Chi Chuan
124 of 230
Conclusions
70. QiGONG
Primary
stimulation
memory
Pc. literacy
Level of
stimulation
Level of literacy
Type
Mental function
training
yes
Level of English or
Physical motor
functions
yes
Ability to
co-operate
Psychological
functions
Other
Attitude to wards life
high
Source
CHIGONG
125 of 230
Conclusions
71. Memory
Mental
function
Primary Stimulation
Type
Memory
Game
PC
literacy
Level of
literacy
No
No
Level of English or
other foreign
language
No
Physical motor
functions
Source
126 of 230
Other
Conclusions
Psychological
functions
72. HAPPYneuron
HAPPYneuron is an entertaining games software scientifically developed and validated to challenge the
brainandkeepitintopgearatalltimes2.
Thecomprehensiveprogramstimulatetheattention,language,memory,visualspatialandexecution
functionskills.
Designed for people of any age, HAPPYneuron program minimizes the natural effects of brain aging by
maximizingthebrain'scapacitytolearnanditsabilitytoadapttonewinformation.
The program effectiveness is optimized through the availability of thousands of hours of fun and
challengingbraingamesandguidedbyavirtualpersonalcoach.
ThegamesincludedinHAPPYneuronareclassifiedinthefollowingcategories:
a) Memory
b) Attention
c) Language
d) Executive
e) Visualspatial
Beforeitsgame,theuserhastointroducesomeinformationabouthim/her:gender,ageandeducational
level.
Each and every game is specifically designed by a team of Neurologists and Neuroscientists. Users have shown
significant brain performance improvement over non-users.
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a) MEMORYAnAmericaninParis
GameDescription
Getyourguidebooksoutbecausethisgameprovidesasplendidtourthrougheightofthegreatestcitieson
earth, including Paris, Rome and London. You will need to memorize the names of some of the most
famousmonumentsinyourfavouritecity,togetherwiththeirlocationsonagrid.
The game challenges your visualspatial skills and your visual memory. The primary areas of the brain
exercised in this game are the right parietal cortex and the right temporal cortex. Visualspatial skills
allow us to visually perceive objects and the spatial relationships among them. Spatial memory can be
considered a subcategory of visual memory because it relies on a cognitive or mental map whereby an
individual can acquire, code, store, recall, and decode information about the relative locations and
characteristicsinone'sspatialenvironment.
These are the skills that enable us to mentally manipulate and rotate information in space by taking
differentperspectives.Theseskillsalsoallowustoretraceourwayacrossabusycitybecausewehavea
visual map in our memory from the last time we made the trip. Visualspatial abilities include a wide
variety of individual skills that include the recognition of brightness and darkness, identification of
complexintersectinganglesandcurves,andtherecognitionoffacesfromtheshapeofeyes,noses,mouths
andhair.
BenefitstoDailyLife
Goodvisualspatialskillsareneededtoorientyourselfinaneighbourhood,toretraceyourstepsthrough
a crowd, to remember landmarks, and also to be able to recognize that you are in an unfamiliar
environment.
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Primary stimulation
Visual Spatial Skill
and visual memory
Pc. literacy
Type
Mental function
Physical motor
functions
Psychological
functions
Game
Level of literacy
Yes
High
Source
http://www.happy-neuron.com/

foreign language
No
131 of 230
Conclusions
Other
INDUCTIVE REASONING
73. WordRecognitionTraining
Inthissectionyougetpresentedwitharangeofnineletterwordsthathavebeensplitrandomlyinto
componentsectionsoftwoandthreeletters.
Yourmissionistoworkoutwhatthewordisasquicklyaspossible.
Don'tworryifittakesalittlewhileatfirst,thewholeideaistoseeanimprovementovertime.
Thesepuzzlesnotonlymakeyourbrainthink,butalsohelpyouanalyseanddigestinformationvery
quicklyasyouarechallengedtoseeifyoucanworkoutwhatthenineletterwordisextremelyquickly.
Asyouprogressthroughthesewordsplitpuzzles,seehowquicklyyoucanworkoutthesolutionwords.
NI
RET
NG
UR
Primary stimulation
Type
Mental function
Physical motor
functions
Psychological
functions
Inductive reasoning
Game
Cognitive, linguistic,
spatial
low
low
Pc. literacy
Level of
literacy
Optional (can be online or

high
on paper)
High, such a game is typical of those
found on many TV game shows. Can
be very challenging
Level of English or
Other
high
none
Problematic for people with

Dyslexia

Pretty standard stuff here, no copy
write issues involved, I think.
Source
http://www.braintrainingpuzzle.co.uk/word-recognition.php
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Conclusions
No Brain training is likely to be without
this sort of thing. A new version ill
need to be made for each language.
74. RepeatedWords
INSTRUCTIONS:Please,lookcarefullytothefollowinglistofwordsandmarktheonesthatappeartwice.
Primary
stimulation
Level of
stimulation
Inductive
reasoning
Type
Mental function
Physical motor
functions
Psychological
functions
exercise
Sort Term
Memory.
Maintained
Attention
low
Medium
Pc. literacy
Level of literacy

foreign language
no
no
Writing and Reading
Medium.
No
Other
no
Conclusions
maintenance
Source
133 of 230
75. NumberGroups
INSTRUCTIONS: Please, try to find groups of 2 consecutive numbers which added give as result 8 or 5
(Pleasemarkthemwithtwodifferentcolours).
Primary
stimulation
Inductive
reasoning
Pc. literacy
Type
Mental function
Physical motor
functions
Psychological
functions
Game
Attention
Mental calculation
low
medium
Level of literacy
Level of English or
other foreign
language
no
Ability to
co-operate
Other
no
Writing and Reading
no
Conclusions
High
No
Source
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76. AttentionExerciseI
INSTRUCTIONS:
1.Please,findinthefollowingwordsearchpuzzlethenameof5Spanishcities
1.Please,findinthefollowingwordsearchpuzzlethenameof8people
Primary stimulation
Type
Inductive reasoning
Game
Mental function
Verbal Fluency
Memory
low
medium

Other
no
Writing and Reading
no
no
Conclusions
Medium.
No
Source
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77. AttentionExerciseII
Primary stimulation
Type
Mental function
Inductive reasoning
Game Attention
low
medium

Other
no
Writing and Reading
no
no
Conclusions
Medium.
No
Source
136 of 230
78. CreativeThinkingPuzzles
Creativity.Whatdoesitbringtomind?Justansweringthatquestionrequiresyoutobecreativeonsome
level.Wheneverwearesetachallengeandarerequiredtocomeupwithananswer,ourcreativityis
challenged.
Creativityisnotjustthedomainofwhackyartists,evenifyouwillneverstretchyourcreativitytothe
realmofshovingasheepinformaldehydeandgettingrichasaresult,thereisalottobesaidfor
improvingyourcreativity.
Justlikemanythingsinlife,becomingmorecreativerequirespracticeatbeingcreative,andwhatbetter
waytodothatthanwithsomepuzzlestogetyourmentaljuicesflowing?
Onesimplepuzzleistolookattheroomyouarein,andtoimaginethatthereisadeep,darksecrethidden
behindaparticularobjectyoufixyourmindon.Whatisthatsecret,andmoretothepointwhatisit?Once
youhaveyouranswer,patyourselfontheback(orgetanimaginaryfriendyoucreatedtodoitforyou),as
you'vejustbeencreative!
Nowhere'sanothercreativethinkingpuzzleforyou,thatrequiresalittlebitofdrawing,butyoudon't
needtobeanartistforthistowork!
Getaplainwhitepieceofpaper,anddrawasquareonit.Next,drawapictureofastickmaninthebottom
middleoftheemptysquare.Nowaskyourselfwhatwillhappentothestickmanifheweretojumpinthe
air.
Youwillprobablycomeupwithsolutionstraightaway,butthereisatleastoneotherpossibleoptionsee
howmanyyoucanfind.Onceyou'vecomeupwithalltheideasthatyoucan,oryougetstuckreadonto
thenextparagraph!
Thispuzzlewasallaboutshowingoneofthemainbarrierstocreativitythatis,assumptions!Yousee
mostpeopleassumethatthemanisinournaturalandfamiliarenvironment,ontheearth,andtherefore
assumethatwhenthemanjumpshewillfallbacktoearthduetogravity.
However,heisinablanksquare,andthereisnothingaroundhimatall.Unlesshe'sinaplainandpadded
cell,itcouldbeheisactuallyfloatinginspaceandsohecan'tjump,orhe'sontheedgeofaspacestation
orsurfaceofthemoonandsoifhejumpshewillgomuchhigherandcomebackslowly,orindeedifin
spacewillsimplykeeponfloating!Thepointisourbrainsoftenfillindetailsaboutsurroundingsand
makeassumptions,butinordertobereallycreativesometimeswejusthavetoreleaseandletgoofall
ourassumptions
Primary
Physical motor
Psychological
Type
Mental function
stimulation
functions
functions
Inductive
Game
Spatial, imaginative, social and
reasoning
Low
High
Exercise emotional
Processing
Pc. literacy
Level of literacy
Ability to co-operate Other
NO
Variable.
Variable.
optional
Conclusions
High, such games are really useful
Really essential, as it is so different The added social dimension of this means
at breaking people of their routines
from the closed, logical nature of
that people can gain great stimulation by
of thought.
most puzzles.
sharing their creativity.
Source
http://www.braintrainingpuzzle.co.uk/word-recognition.php
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PROCESSING
79. Rotaball
Turnthewheelswiththehelpofthearrowssothatalltheyellowgotothemiddle,allthegreentothe
rightandalltheredtotheleft
Primary stimulation
Type
Mental function
processing
exercise
Visualization
middle
none

Other
low
none
none
none
Level of
Conclusions
stimulation
a difficult exercise, needs a lot of
the elderly might lose their enthusiasm through lot of trying in
high
time
vain
Source
http://tttweb.hu/agytorna.php?meret=540x400&rovat=feladvanyok&nev=rotaball
138 of 230
80. Labyrinth
Youhavetoreachexitwithinasettime(thetimeismeasuredatthesideinaformofacountdown)
Primary stimulation
processing
Pc. literacy
Type
exercise
Mental function
Problem solution
Level of literacy

high

language
none
none
none
Other
Can be online or on paper none
Level of stimulation Any new ideas related to this

Conclusions
high
a very basic exercise, can serve as an appetizer
highly used in the Hungarian memory clubs
Source
http://tttweb.hu/agytorna.php?meret=400x300&rovat=feladvanyok&nev=labirintus
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81. ThinkingQuickly
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Additionalsimilarexercise:
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Primary stimulation
Processing
Pc. literacy
Type
Exercise
Mental function
Concentration, speed
Level of
literacy

low

language
low

low
low
none
paper)
Low, fairly basic, but quite hard to do very
They have used a random sequence available on any
quickly
PC
Source
Phillip j Carter. 2009 Random House Books, London.
144 of 230
Other
Conclusions
Pretty basic
82. MentalCalculation
INSTRUCTIONS:Usingsome(notall)ofthefollowingnumbers,pleasemaketheoperationsyouconsider
necessary (multiply, add and subtract) in order to arrive as close as possible or exactly to the result
proposed.
NUMBERSTOWORKWITH:1.3,4,7,8,20and10
RESULTS:100,210,43,57,1611and34
Primary stimulation
Type
Mental function
processing
Exercise
Mental calculation
low
high

Ability to co-operate Other
no
Writing and Reading
no
no
Conclusions
high
No
Source
145 of 230
83. NumberPatternTraining
Theideaissimplewe'llshowyouafewnumbers,andyouthenhavetoworkoutwhatthepatternis,and
thereforepredictwhatthenextiteminthechainofnumbersis.
Itdoesn'tmatterhowslowyouarewiththefirstfew,theimportantthingisthatyoupractiseanddevelop
yourskills.Overtimeyoushouldstarttofindthatyougetquickeratspottingthepatternsandworkout
whatsortofdifferencesandthingstolookfortechniquesthathelpyoufindouttheanswer.
Onceyou'vetrainedyourbrainsufficiently,you'llbeabletodeducethepatterninthesepuzzlesquickly
enoughthatyoushouldbeabletoansweranysequencepuzzleherewithintwentysecondsuntilyouhit
thattargetconsistently,keepdoingthesefunpuzzles,andyourmentalfacultieswillbenefitfromthe
stimulation.
454,472,490,508,526,?
Primary stimulation
Processing
Pc. literacy
Type
Exercise
Mental function
Logic and numeracy
Level of literacy

Low
language
Low
Other

Low (to follow
None
paper)
instructions)
Conclusions
High, though some may find the puzzles
A very common form of mental
Most forms of puzzle compilations contain
impossible
puzzle
these.
Source
http://www.braintrainingpuzzle.co.uk/perception-training.php
146 of 230
84. Signfinder
Primary stimulation
processing
Pc.
Level of
literacy
literacy
low
none
Type
game
Mental function
visualization

none
none

language
Other
none
none
Short term memory

assessment
high
a basic mathematics based exercised
Source
http://www.brainage.com/launch/howto.jsp l
147 of 230
Conclusions
easy to adapt to national use
85. Puzzle
Primary stimulation
Type
Mental function
processing
game
combinatory
none
none

Other
low
none
none
none
Level of
Conclusions
stimulation
A classical type of game. I found it too childish, which might humiliate
can be done online or with
low
people
cards
developed for patients with mental diseases
Source
www.neuropszichiatria.hu/puzzle/9.swfAny Requirements for: HIDE AND REVEAL THE PUZZLE
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86. StoriesaboutJesus
ItrequiressomeculturalknowledgeontheBible.
Findthesuitabletitleforthethreepictures
Primary stimulation
Type
Mental function
processing
game
memory
low
cultural knowledge

Other
low
high
none
none
Conclusions
high, you have to recognize scenes, associate them a difficult exercise, needs educational/cultural
for the
with events
background
intellectuals
Source
http://tttweb.hu/agytorna.php?meret=550x400&rovat=gyakorlas/tortenelem&nev=62_tortenetek_jezusrol
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87. Pianoplayer
Primary stimulation
Type
Mental function
Physical motor
functions
Low
processing
game Visualization, music abilities
concentration
Pc.
Other
literacy
language
operate
low
low
none
none
You have to quick
Level of stimulation Any new ideas related to this

Conclusions
high
very nice, a new colour in the world of mathematical exercises
need computer with sound
Source
http://www.brainage.com/launch/howto.jsp l
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88. MemorySprint
Primary stimulation
Type
processing
game
Mental function
Memory
combinatory
low
Not special

low
low
none
none
Conclusions
high
Easily adaptable, fun to play
Source
http://www.brainage.com/launch/howto.jspl
151 of 230
Other
89. Memorywithanimals
Primary stimulation
Type
Mental function
processing
game
memory
low
none

Other
low
low
none
none
Level of
Conclusions
stimulation
A classical type of memory game. can be applied with different
can be done online or with
low
images
cards
Source
http://tttweb.hu/agytorna.php?meret=600x450&rovat=oktatas/termeszet&nev=allati_memoria
152 of 230
90. HUMATH
Primary stimulation
Type
processing
game
Mental function
Numerical processing
memory
low
Not special

low
low
none
high
Source
153 of 230
none
Conclusions
Easily adaptable
Other
91. HighNumber
Primary stimulation
Type
processing
game
Mental function
Recognition
numeracy
low
Speed procession

low
low
none
high
can be quite easy
Source
154 of 230
none
Conclusions
Easily adaptable,
Other
92. ClockSpin
Primary stimulation
Type
Mental function
processing
game
visualization
low
Not special

Other
low
low
none
none
Level of
Conclusions
stimulation
Very useful for older people who might sometimes lose their sense of
Easily adaptable, fun to
High
time
play
Source
155 of 230
93. BlockCount
Primary stimulation
Type
Physical motor
functions
low
Mental function
processing
game numerical processing, memory

low
low
none
high
Source
156 of 230
Not special
none
Conclusions
Easily adaptable
Other
94. Sudoku,KillerSudoku,Battleships,Futoshiki
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Primary stimulation
Processing
Type
Game
Pc. literacy
paper)
High, but may very focused on
traditional logical problems.
Mental function
Logical thinking ability

Low
Low
Level of
literacy

language
Low
Low
none
Any new ideas

related to this
Other
Conclusions
Making these is not too hard, but making good ones is a bit of an art!
Possible to buy these in from private companies or maybe public
domain?
Source
Pocket Brain Training Puzzles: Logic Puzzles. Carlton Books UK 2009.
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95. WordSearch
Primary stimulation
Processing
Pc. literacy
Type
Game
Mental function
Concentration
Level of literacy

low
foreign language
low
Other
None, best done on

Medium-high (depending on
Variable, depending on audience none
fun
paper
vocabulary)
Conclusions
Moderate low, Just maintains some
There are free word search
Fun exercises for some people, value as
concentration and memory.
makers available on the web
brain training may be low.
Source
Gareth Moore (2006 Michael o Mara Books Limited.
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96. SpatialBoxFolding
Primary
stimulation
Processing
Level of
stimulation
Type
Mental function
Physical motor
functions
Psychological
functions
Game
3D Spatial
awareness
low
Low
Pc. literacy
Level of
literacy

language
Other

low
low
none
none
paper)
Level of
Conclusions
stimulation
Moderate
Any box shape can be made like this. Or even other shapes like Pyramids
Good spatial training
Source
All you need to boost your brainpower by Phillip J. Carter. 2009 Random House Books, London
166 of 230
97.
CreativityExercise
INSTRUCTIONS:Please,writeataleorshortstoryusingthefollowingwords:ADVENTURE,BAT,SHIP,BITE,
MONKEYandPRINTS.
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Primary
Stimultion
Type
Mental function
Physical motor
functions
Psychological
functions
Processing
Exercise
Attention. Reading
Comprehension
Short Term Memory
Low
High
PC
literacy
No
Level of literacy

language
Other
Writing and
Reading
No
No
Short Term Memory

Assesment
Conclusions
High
No
Source
169 of 230
98.
ConcentrationTest:StroopTest
Hereisatestofyourconcentration.ThereisapsychologicaltestcalledtheStroopTest,oneelementof
whichshowscolourwordsinarangeofcolours.Forinstance,'red'mayactuallybewritteninyellow.This
concentration test below is built on this idea, but instead of testing your speed it tests your ability to
concentrateandfocus.Beloware50colourwords,displayedinarangeofcolours.Whatwewantyouto
doisgoalongatareasonablepace,andsayOUTLOUDtheCOLOURofthetextyousee,notwhatthetext
itselfsays.Seehowmanywordsyoucangetthroughwithoutmakingamistake.Asyoucansee,thisisa
greattestofconcentration,aswhenyoulosealittlefocusthatiswhenyouwillmakeamistake.Youcan
repeatthetestasmanytimesasyoulikeadifferentlistofcolourswillappearbeloweachtime.Onceyou
manageall50regularly,trybuildingupspeedandimproveconcentrationevenmore!
GREEN ORANGE PURPLE RED ORANGE GREEN ORANGE ORANGE PINK ORANGE
PURPLEPURPLEORANGEORANGEPURPLEREDORANGEPURPLEREDORANGEPINK
GREENPINKPINKORANGEBLUEPURPLEBLUEGREENPINKPINKGREENREDPINK
ORANGE PINK BLUE BLUE RED GREEN BLUE PURPLE RED RED GREEN GREEN PINK
PURPLEREDPURPLEBLUEPINKORANGEBLUEGREENORANGEPINKREDPINKRED
Primary stimulation
Type
Mental function
Processing
Training
Test
Concentration
Low
Low
Pc. literacy
paper)
High, as soon as you stop
concentrating, you will make a
mistake.
Level of
literacy
Low

language
Low
None

Reading aloud can be good to break the routine, but may be
disruptive if done whilst others are trying to concentrate on
their own exercises!
Source
http://www.braintrainingpuzzle.co.uk/concentration-test.php
170 of 230
Other
Conclusions
This is known as the
Stroop test
99. ShapeCounting
171 of 230
Primary stimulation
Processing
Visual spatial
Pc. literacy
Type
Mental function
Game
Spatial awareness
low
low
Level of
literacy

language

low
low
paper)
High, very challenging, both of spatial awareness, and of
memory
Source
Dr Gareth Moore 2008 Michael OMara Books

Lots more could be designed like
this
172 of 230
Other
none
fun
Conclusions
Pretty basic, but
effective.
100. VisualReflection
173 of 230
Primary stimulation
Processing
visual)
Type
Mental function
game
Visualization
low
Visual memory, spatial awareness
Pc. literacy
paper)
Level of
literacy

language
low
low
none
High, requires quite a lot of thinking about,
especially if timed
Source

to this
Any pattern could be
made
174 of 230
Other
Conclusions
Appeals to the non-verbal, non-numerical
learners
101. NumberPyramid
175 of 230
Primary
stimulation
Processing
Numeracy
Pc. literacy
Level of
stimulation
Type
Mental
function
Physical motor
functions
Psychological
functions
Game
Level of
literacy

language

Low
Low
paper)
High, numerical puzzle
Simple to create
Source
Other
None
Conclusions
Fairly boring (in my opinion) , but can be quite challenging
176 of 230
102. MentalArithmetic
Primary
stimulation
Game
Type
Mental function
Physical motor
functions
Psychological
functions
Exercise
Numerical processing, times

tables
Low
Low
Pc. literacy
Level of
literacy

None
paper)
High, especially if timed (e.g. on Dr Kawashimas
Brain training How old is your Brain?
Source

language
None
None

Very basic, but people show real improvement on
the tests if the keep dong these sums.
177 of 230
Conclusions
Some people
HATE maths!
Other
103. PaintingWorkshops
Thisprojectistheresultofpreviousactivitieswhichshowedtheimportanceofartisticexpressionforthe
elderly.Inparticulartheactivityiscentredonpaintingandmanipulationofplasticmaterial.Thevalueofa
creativeactivityliesinthepossibilitytoestablishnewrelationswiththesurroundingcontext,objectsand
space(FranzMarcsaidthatpaintingmeansemerginginanotherplace)andtocreateareactioninthe
painter and the viewers. For the elderly, just as for any other target group, painting means trying new
means of representation that underline the different levels of motorperceptive development, personal
style,emotions.
Painting means also trying different techniques, elaborating images and using different materials and
tools.
Duringworkshopsbeneficiariescanchoosetoworkindividually,inpairsorinsmallgroups,exchanging
experiencesanddiscussing,choosingtheirownsubjectsandinspirations.
Theactivityfacilitatesimportantoutcomesintermsofculturaloffer:organizingartexhibitions,involving
professional painters (CEMEA has been cooperating for ten years with Promotrice delle Belle Arti of
Turin)forexchangeofideasandtechniquesanddiscussionmeetingsempoweringthebeneficiariesand
valuingtheirwork.
Workshops are also developed in relation to Art Therapy activities according to the different needs of
beneficiaries.
Primary
Type
Mental function Physical motor functions Psychological functions
Stimulation
Processing
painting workshops
average
average
average
Emotional
PC literacy
Level of literacy
Other
no
no
no
average
Conclusions
Source
178 of 230
CONCENTRATION
104. Linking
ActivityDescription
Associationandcombination
Foreverytermthatslistedintheleftrowatermoftherightrowmustbeassignedto.
This game is about notional structuring and reflecting associations. Especially combination and
concentrationarepractised.
Example
Animalsandtheirsymboliccharacteristics
1
couckoo
a
proud
2
fox
b
flatteringly
3
owl
c
stupid
4
lion
d
shy
5
dog
e
prophetic
6
swan
f
clever
7
cat
g
thieving
8
donkey
h
wise
9
magpie
i
brave
10
deer
j
loyal
Primary
Type
Stimulation
Concentration and
Game - Exercise
Language
PC literacy
Level of literacy
Other
no
no
no
Any new ideas

Conclusions
related to this
Low difficulty. Different questions
Its adequate for individuals but also for group work
(difficulty, subjects etc.)
(maybe more fun for groups)
Source
179 of 230
105. WordFindingPuzzleI
ActivityDescription
Findingtermsthatfulfilaprecondition
Thisgameisverystimulating,asitrequiresthefindingofwords,thememory,concentration,association
andreproduction.Itssimilartofindingsubcategoriesbutalittlebitmoredifferentiated.
Youhavetocollectasmanytermsandgroupsoftermswithspecificcharacteristicsaspossible.
Example
Howmanyanimalsbeginningwithlcanyoufind?
Possibleanswers:lion,lizard,louse,lamb,leopard,lobster
Primary
Type
Stimulation
Concentration and
Game - Exercise
Language
PC literacy
Level of literacy
Other
no
no
no
Any new ideas

Conclusions
related to this
Source
180 of 230
106. Proportions
ActivityDescription
LogicandDeciding
Inthisexercisethreetermsaregivenandyouhavetoidentifythefourthone.Twoofthegiventermsare
connectedinacertainway.Thesamerelationshallbefoundbetweenthethirdtermandtheoneyoure
lookingfor.
Itssimilartoamathematicproportion:therelationbetweenaandbcorrespondstherelationbetweenc
andd.
Example
Watertoicedewto?
Answer:frost
Braintothinking?tosinging
Answer:voice
Primary
Type
Stimulation
Concentration and
Game - Exercise
Reasoning
PC literacy
Level of literacy
Other
no
no
no
Any new ideas

Conclusions
related to this
Source
181 of 230
107. OutsidersInsiders
ActivityDescription
Braintrainingwithreasoning
Herewehavetwoparallelandsymmetricalgames.Bothtypesareagoodtrainingforreasoning.Whats
differentisthetypeofreasoningandthedegreeofthememorytraining.
Outsiders
Out of a group of four terms you try to identify the one that doesnt fit into the group. The other three
termscanbeputintoacommoncategory.
Example1
Question:
Fourgasesoneofthemisflammable.Whichone?
a)carbondioxide
b)hydrogen
c)oxygen
d)helium
Answer:b)
Insiders
Atthistypeofgameyouhavegroupsoffourtermsaswellbutbelongingtocompletelydifferentfields.
Oneofthemhasacertainattribute.Thisistheoneyoumustidentify..
Example2
Question:
Whichofthefollowingtermsisneverassociatedwithblue?
a)Grotto
b)Nile
c)Flower
d)Tomato
Answer:Tomato
(ThebluegrottoislocatedontheislandCapri/Italy,Thenileiscomposedoftwoflows,thatarecalled
whitenileandbluenile,blueflowersareasymbolforromanticsanddesire..)
Primary Stimultion Type

Concentration and
Game - Exercise
Reasoning
PC literacy
Level of literacy
Other
no
no
no
Any new ideas

Conclusions
related to this
Source
182 of 230
108. Whatstheoppositeof...?
ActivityDescription
Findingtheoppositesoftermsisagoodpracticeforthewordfindingandconcentrationandenhancesa
wellstructured,activelyusablevocabulary.
Example
Whatstheoppositeof:
a) angry
b) fun
c) depressed
d) querulous
e) profane

Concentration and
Game - Exercise
Reasoning
PC literacy
Level of literacy
Other
no
no
no
Any new ideas

Conclusions
related to this
Source
183 of 230
109. Whatsthedifference...?
ActivityDescription
Clarifyingterms
Inordertofindthecorrectanswerforthesetasks,itsnecessarytoclarifytheterms.Thisclarificationis
anessentialorganisationalprocessofthebrain.Itfacilitatestheconstitutionandthepreservationofan
activelyusedthesaurus.
The questions that are used for these exercises are always related to the most significant and basic
differenceandnottosecondaryvarietieslikethecolourortaste.
Example
Question:
Whatstheessentialdifferencebetweencottonwoolandsheepwool?
Answer:
Cotton wool is a herbal product and sheep wool is an animalistic product. So the answer could be: the
origin.

Concentration and
Game - Exercise
Reasoning
PC literacy
Level of literacy
Other
no
no
no
Any new ideas

Conclusions
related to this
Source
184 of 230
110. Buildinghierarchies
ActivityDescription
StructuringThinking
Inordertocategoriseitems,termscanbesummarisedundercertainheadings.
Example
Thegenerictermforthefollowingterms
Snowdrop
tulip crocus
lily
wouldfirstlybe:
flowers
Butthiscategorycanbenarrowed.Alwaysthinkofthemostnarrowandmostprecisegenericcommon
term and dont be satisfied with any broadly phrased category. In this example it would be spring
flowers.
The exercise can be practised the other way round as well, which means that youll have a certain
collectivetermlikevehiclesandyouhavetofindsubtopics,
e.g.
1)Ship
2)Plane
3)Submarine
4)Bicycle
Ifyourepeattheexerciseslateronyoucanalsoturnaroundthesettingofthetasks,whichmeansthatif
youhadtofindagenerictermoriginallythenthenexttimeyoucantrytorememberthefourmentioned
subcategories.Inthiscaseyourmemorygetstrainedaswell.

Concentration and
Game - Exercise
Reasoning
PC literacy
Level of literacy
Other
no
no
no
Any new ideas

Conclusions
related to this
Low / Variable difficulty. Different
questions (difficulty, subjects etc.)
Source
185 of 230
111. LogicStories
ActivityDescription
Thinkingreflectingdrawingconclusions
These games contain anecdotes or short stories including againspecific logical tasks that can be solved
withoutknowledgebutbylogicalthinking.Besidespractisinglogicalthinkingalsotheabilitytoverbalise
especiallywhenyourepeattheexercisewillbeneededandgetspractised.Concentration,endurance
andmemory/learningabilityarestimulated,too.
Example
Largecityproblem
InEuropefactoriesaremostlybuiltintheeastendofacity.Why?
(Solution:InEuropewestandsouthwindsarethemostfrequent,soemissionsandsmokearedriftingaway
fromthecity.)

Concentration and
Game - Exercise
Reasoning
PC literacy
Level of literacy
Other
no
no
no
Any new ideas

Conclusions
related to this
Source
186 of 230
112. TripleSelection
ActivityDescription
Mobilityofthinking
This exercise comprises questions with three possible answers and you have to choose the correct
answer.Onlyoneofthegivenanswersiscorrect.
Example:
Whichanimalisblind?
a)mole
b)earthworm
c)stagbeetle
Whatstrainedwiththiskindofquestionsistheestimationofprobabilities,thememory(ifyourepeatthe
exercises),theabilitytocreateassociations.Ofcoursethetrainingofreproductionandabilitytodecideis
includedaswell.

Concentration and
Game - Exercise
Reasoning
PC literacy
Level of literacy
Other
no
no
no
Any new ideas

Conclusions
related to this
Source
187 of 230
113. TrueorFalse
Activitydescription
Judginganddeciding
Within this exercise you have to assess a statement and the question is: Is it true or false? But its not
enoughtoguessthecorrectness.Ifthestatementiswronginyouropinion,youshouldbeabletocorrectit
aswell.
Like for other games, you need a very good concentration and judgement and also the willingness to
decidequickly.Itsrecommendedtoalwaysworkonagroupofstatementsandnottillthenlookupthe
solutions.Abettereffectcanbeachievedifyoutrytoexpressacomprehensiveexplanationandwriteit
downbeforeyoutakealookonthesolution.
Example
Statement:
ThalesvonMiletuswasthefirsttoclaimthattheearthisround.
Answer:
Thisiscorrect.ThalesofMiletuswasaionicnaturalphilosopherwholived600b.c.andwasawareofthis
factlongbeforeCopernikus.

Concentration and
Game - Exercise
Reasoning
PC literacy
Level of literacy
Other
no
no
no
Any new ideas

Conclusions
related to this
Source
188 of 230
114. Anagram
ActivityDescription
Disentangleandcreatewords
Youtakeawordwithfouruptosixletters,e.g.thewordmeat.Writeitdownincapitallettersandtakea
closerlookonit.Nowtrytomovethelettersandcreatenewwords.Youcanonlytakethelettersofthe
wordthatsgiven,whichmeansthatyoucanleavelettersbutyourenotallowedtoaddany.
Justwritedownallyouranswersandcompleteyourlistofwordsbylookingupthesolutionsnotuntilyou
thinkthatyouwontfindanynewwordsanymore.
Example
MEAT
Answers:TEAM,EAT,TEA,ATE,AT,MET
Mental
Physical motor
Psychological
Primary Stimulation
Type
function
functions
functions
Concentration and
Game Language
Exercise
PC literacy
Level of literacy
Other
no
no
no
Any new ideas

Conclusions
related to this
Source
189 of 230
115. WordFindingPuzzleII
ActivityDescription
Thesameconsonantstructure
The basic of this exercise is a word frame consisting of two consonants. By using vowels you can now
createwords.Youcaninsertvowelsinfrontof,betweenorbehindthetwoconsonants.Theycanbeused
doubleorcombinedaswell.Butyouarenotallowedtousemoreconsonantsthanthegiventwo.Andalso
thesequencemustbekeptup.
Example
YouhavegiventheconsonantsRandN
Possibleanswers:RAN,RUN,RENO,RAIN,ROAN,ARON,IRON,ORION,IRAN,REIN
Mental
Physical motor
Psychological
Primary Stimulation
Type
function
functions
functions
Concentration and
Game Language
Exercise
PC literacy
Level of literacy
Other
no
no
no
Any new ideas

Conclusions
related to this
Source
190 of 230
116. WordAcrobatics
ActivityDescription
Hereyouhavefourtermsanditsyourtasktoidentifyeitheraverboranadjective,thatfitswithallthe
indicatedwords,buthasanothermeaningaccordingtothetermthatsusedwith..
Example(inGerman)
Whichverbcanbeusedinconnectionwiththesefourterms?
a)Brot(=bread)
b)Gesichter(=faces)
c)Stoffe(cothes)
d) Kurve (curve;
corner)
Answer:schneiden(cut)
Its very stimulating for your sense of language to think and clarify the different meanings of a word in
connection with different terms. So in German Brot schneiden means to cut bread, but the verb
schneiden is also used in connection with Gesichter (=faces). Gesichter schneiden means to make
facesinEnglish,thewordcutforschneidenisnotusedhere.ButofcourseinEnglishthereareother
wordsandphrases,whichcanbeusedforthisexercise.
Forfurtherpracticeandforthestimulationofyourmemory,theexercisecanbereversed.
SoforthisexampleyouwouldaskWaskannmanallesschneiden?(Whatcanbecut?)andthetaskisto
thinkaboutphrasesthatallusethewordschneidenbutwithadifferentmeaning.
Its important that categories and not single terms are listed, e.g. for the word schneiden (cut), you
wouldntlistbread,cake,vegetables,meatetc.,butrathersayobjectandmaybepeople( to
cutsomebodydead).
Mental
Physical motor
Psychological
Primary Stimultion
Type
function
functions
functions
Concentration and
Game Language
Exercise
PC literacy
Level of literacy
Other
no
no
no
Any new ideas

Conclusions
related to this
Source
191 of 230
117. CompletingWordpairs,proverbsandphrases
ActivityDescription
Ineverylanguagetheresahighnumberofwordpairs.Sometimesthesearealliterations.
Intheseexercisesthefirstwordisgiven,andthewordpairsshallbecompleted.
The problem is that for every language there are different phrases and word pairs and sometimes its
difficulttofindcorrespondentexpressions.
Example
German:
Kindund.(Kegel)
English:
bagand.(baggage)
German:
MitLeibund.(Seele)
English:
withbodyand.(soul)
Mental
Physical motor
Psychological
Primary Stimultion
Type
function
functions
functions
Concentration and
Game Language
Exercise
PC literacy
Level of literacy
Other
no
no
no
Any new ideas

Conclusions
related to this
Source
192 of 230
118. Triangle
ActivityDescription
Clarifyingtherelationofthreeterms
Youaregiventhreewordsthatcaneasilybepulledtogether.
Thethreetermsmustbeputintoonemeaningfulsentence.Forthesetasksthereareofcoursenodefined
solutions,everyformulationisopenandfree,sothattherearelotsofpossibleanswers.
Example
a)sun
b)moon
c)solareclipse
Possible answer: If the moon moves between the sun and the earth and hereby covers the sun, a solar
eclipsecomesabout.
Mental
Physical motor
Psychological
Primary Stimultion
Type
function
functions
functions
Concentration, Language and
Game Reasoning
Exercise
PC literacy
Level of literacy
Other
no
no
no
Any new ideas

Conclusions
related to this
Source
193 of 230
119. CatchtheLadybug
GameDescription
In some cultures, ladybugs are a sign of good luck. This exercise, however, is anything but a game of
chance.Clickasfastaspossibleontheladybugthatappearsatrandomonyourscreen.Here,thechallenge
isthatthemoreladybugsyoucatch,thesmallerandfastertheybecome!Multiplechallengelevelsmake
thisevenmorefun.Youwillneedtofocusonthetaskathandandresistanydistractionthatmightarise.
We receive a lot of stimulation from the world around us, too much for the brain to process in detail
simultaneously.Muchofthisinput,however,isnotalwaysimportantorrelevanttous.Ideally,weshould
spendmoretimeandresourcesprocessingtheimportantthingsandlesstimeontheunimportantthings.
Attentionskillshelpustodojustthat,byselectingandprocessingwhatisreallyimportanttous.
Thisgamerequiresconcentrationandgoodvisuospatialskills.First,themainareaofthebrainexercised
istheposteriorparietallobeofthecortex.Thisbraincentreiscrucialfororientingvisualattentionand
shiftingitfromonelocationtoanother.Thesecondbrainareaexercisedistherightfrontalcortex.This
areaiscrucialformaintainingalertness.
BenefitstoDailyLife
One definition of Attention is the cognitive process of selectively concentrating on one aspect of the
environmentwhileignoringothers.Weuseourattentionskillswhenwearedrivingandsearchingfora
street address, when we are trying to focus on breaking news on television while children are at play
nearby, or when we are working on an important project while coworkers are talking in the adjacent
area.Theexamplesarenumerous.Weconstantlyuseourattentionskillsandtheseskillsaresuchabasic
componentofourveryawareness.
194 of 230
195 of 230
196 of 230
Primary Stimulation
PC literacy
Type
Level of literacy
Mental function

Source
197 of 230
Conclusions
Other
120. SplitWords
GameDescription
You'researchingforthenameofaflower.It'sonthetipofyourtongue.Youknowitstartswith"am..."
What is it? As quickly as possible, form complete words by combining syllables or fragments from the
gametable.Targetwordsarecategorizedintothemesandyouhaveachoiceofworkingwithtwoorthree
syllables/fragments.
A memory must be acquired, stored, and accessible to be successful. Although memory is achieved
through multiple phases, memory retrieval is the only way a memory can be measured. The brain area
exercisedinthisgameisthelefttemporallobe,whichgetsactivatedwheninformationretrievaliscalled
upon.Thistaskhelpsyoupracticetoquicklyretrievewordsfromyourlanguagerepertoire.Eachsyllable
canbeseenasaphoneticcuethatfacilitateswordretrieval.So,thinkinsyllables!
BenefitstoDailyLife
Oneofthemostfrequentcomplaintsrelatestosomethingcalledthetipofthetonguephenomenon,the
universalexperienceoftryingtothinkofawordyouknowbutcannotinstantlyretrieve.Asonegetsolder,
he or she may have more of these tip of the tongue experiences so it is important to address these
concernsassoonaspossible.
Wetalktopeopleeverydayanditisimportanttohaveafluentconversationwithothersandtoconvey
preciselywhatwemeantosay.Whengivingaspeech,teachingaclassordescribingacomplexidea,itis
importanttohaveeasyaccesstoanextensivevocabulary.Oneneedstopracticeusinghisorherlanguage;
it is the key to helping memory retrieval. By reading language, producing language and thinking about
language,onecanstrengthenconnectionstospecificsoundsandthisfacilitatesretrievalofwords.
198 of 230
199 of 230
200 of 230
Primary Stimultion
PC literacy
Type
Level of literacy
Mental function
Any new ideas

related to this
Conclusions
Source
201 of 230
Other
PERCEPTION
121. CornerPerception
InThe10minutebrainworkoutbyGarethMoore

Perception
Game
Perception
Low
Low
PC literacy
Level of literacy
Other
Optional
(can be
Low
Low
online or on
paper)
Any new ideas

Conclusions
related to this
High. Involves a lot of mental error
Other perception based puzzles are common, e.g. How
Easy to create
checking
many kangaroos are there in this picture?
Source
The 10 minute brain workout by Gareth Moore (2006 Michael OMara Books Limited)
202 of 230
122. PicturePuzzles
Exercisesdealingwiththesensoryperception
Ourmemoryisstronglylinkedtooursensoryperception.Ourperceptionsareimprintedonourmemory
andleaveengramsinthedifferentbrainsectionswhichmeansthatwehaveanauditorymemory,avisual
memoryandmemoryassociatedwithtaste,smellandtouch.Allthesesensesandcorrespondenttypesof
memoryhelpustoperceiveandrealisetheworldaroundus.
The following types of exercises deal with the recognition of prior experienced perceptions or a feeling
associatedwiththisperception.Inoureverydaylifewemostlyperceivebyusingmorethanonesenseat
one time. When we eat something, not only our taste, but also our olfaction and our visual sense are
affected.
Inexerciseslikethefollowing3onlyonesenseisactivatedandyoullseethatyoucantalwaysrelyonthis
separated perception. Nevertheless by exercising your senses youll learn to distinguish, to experience
differences,youformerlyhadntnoticed.
ActivityDescription
Theseareexercisesforthevisualmemoryandaddressvariousfieldsofknowledgeandexperience.
VISION
Whenwerecogniseandnamesomethingourvisualsenseislinkedtoourlinguisticmemory.Sequencesof
situations,specificincidents,canberememberedbymeansofourvisualmemory.Inthefollowingpicture
puzzles recognition, reflection, word finding and reproduction are mostly affected. If you repeat the
exercisesespeciallyretentivityandlearningabilityareessential.
Visual impressions that touch our emotions and emphasize experimental aspects and coherences are
rememberedmoreeasily.
Example
Wheredothepeoplewalk?
Whywasitbuilt?
Whenwasitbuilt?
Howlongisit?
The following exercises are more suitable for group work, e.g. within a group training, than for single training.
203 of 230
HowdoyoucalltheseRussiandollsofwoodthatcanbe
pluggedintoeachother?
Primary Stimultion
Type
Mental function Physical motor functions
Perception & Senses Exercise - Game
PC literacy
Level of literacy
Other
No
No
No
No
Any new ideas

Conclusions
related to this
Source
204 of 230
123. AuditoryExercise
Examplesforauditoryexercises
For the auditory exercises described below youll need somebody to prepare the recordings, songs and
musicalcompositions.
Guessingsongs
Listentowellknownsongsandtrytorememberthetitleandthefirstfewlinesofthelyrics?
Guessingmusicalinstruments
Listentoaclassiccomposition,whatkindofmusicalinstrumentscanyouhear?
Whichmelodyisplayed?
Guessingnoises
Listentorecordingsofdifferentnoisesandtrytoguesswhatcanbeheard..
HEARING
Recognisingmelodiesandnoises
The auditory memory for melodies is as exhaustless as for words. Even if you couldnt have replicated
them,youcanmemoriseandrecognisethem.Itsnotnecessarytobemusical,evenunmusicalpeoplecan
recognisemelodieswithouttext.
Auditoryperceptionandsensationarelocatedinaspecificsectionofthebrainthatsnotidenticalwiththe
speech area. Besides, the auditory memory shows a certain dependence regarding the depth of storing
memories.
Sowithplayingmusicalgamesandgamesdealingwithnoisesyouareworkingonabrainsectionthats
normallylittleoccupied.
Mental
Physical motor
Psychological
Primary Stimultion
Type
function
functions
functions
Perception & Senses and
Exercise Concentration
Game
PC literacy
Level of literacy
Other
No
No
No
No
Any new ideas

Conclusions
related to this
Source
205 of 230
124. TouchExercise
ActivityDescription
Hereyouneedsomesupportfromanotherperson,whoputssomesmallobjectsintoanontransparent
bag. These objects shall be touched and guessed (form, size, weight, material). For this exercise you
shouldntusesharporfragileobjectsthatcouldcauseanyinjury.
SENSEOFTOUCH
The sense of touch is a very complex phenomenon: muscle and depth sensation, balance, pain and the
sense of temperature, all these senses interact within the sense of touch. The spatial extension is
perceivedinconnectionwiththeinnerear.
Thesenseoftouchcanbepractisedrathereasily,actuallyitcannearlycompensateformissingeyesight.
Astouchobjectsyoucanusesmallspoons,keys,balls,feathers,rubbers,rings,glasses,coins,smallchains,
pipesandsoon.
Mental
Physical motor
Psychological
Primary Stimultion
Type
function
functions
functions
Perception & Senses, Concentration and Exercise Motor Activity
Game
PC
Level of
Ability to coOther
literacy
literacy
foreign language
operate
Use of different objects Small objects, a
No
No
No
No
non-transparent bag
Any new ideas

Conclusions
related to this
Variable difficulty.
Pair or group work (maybe more fun for groups)
Source
206 of 230
125. SmellExercise
ActivityDescription
Forthisexerciseyoullneedsomesupport.Somebodypreparesthreearomasamplesforyou,e.g.inlittle
glass jars. Three are enough as our sense of smell quickly gets fatigue and then easily renders a
misjudgement.
Howdoesthesamplesmell?
Whatsyourfirstthought,yourfirstassociationinconnectionwiththesample?
Whatisit?
Its important to use samples that cant be identified from the outside, so oils and essences are most
suitableforsmellexercises.
SENSEOFSMELL
Thesenseofsmellishardlyeverpractised.Mostlyyouperceivescentinconnectionwithtaste,visionand
evenwiththesenseoftouchonyourtongue.
A single molecule can stimulate an olfactory cell and turn this physicochemical stimulation into a
perceptionandevenintoanemotionalexperience.
Forscentsamplesyoucanusevinegar,essenceofroses,ofvanilla,cloveoil,rum,acetoneandmanymore.
Of course also solid objects can be guessed like skin cream, soap, spices etc. Sometimes youll have
mixtures(e.g.perfumes)thatmakeanidentificationofcomponentsquitedifficult.
Mental
Physical motor
Psychological
Primary Stimultion
Type
function
functions
functions
Game
PC
Level of
Ability to coOther
literacy
literacy
foreign language
operate
Use of different samples. Aroma
No
No
No
No
samples, stickers, pen
Any new ideas

Conclusions
related to this
Source
207 of 230
126. TasteExercise
ActivityDescription
Forthisexerciseyoullneedsomesupport,assomebodyhastopreparethetastesamples.
Forthisgameitsimportantthatthefoodcantbeidentifiedvisuallyorbytouchingit.Soitwouldbebest
to do the exercises blindfolded. You can use for example small pieces of apples or peas without paring,
potatoes, mustard, small pieces of celery or cheese, bread and fruits. As liquids peppermint tea, milk,
mineralwater,juicesetc.canbeused.
Makesurethatthesamplesarenumberedormarkedbythepersonwhopreparesthesamples.
Thetestingpersonfirsttastesthesample,triestodescribetheitsflavourandconsistencyandtoidentify
whatsinthesample.
SENSEOFTASTE
Peoplehaveverydifferentsensationsoftaste.Everybodycandistinguishthequalitiessweet,sour,bitter
andsaltybutsomepeoplemayperceivesomethingasverybitterandothersmaysayitsnotbitteratall.
So when youre doing the following exercise therell be different taste findings according to the
participants.Buttheexercisedoesntcenteronlythedifferentiationandratingofflavoursbutratherthe
identificationoftastesamples.
Mental
Physical motor
Psychological
Primary Stimultion
Type
function
functions
functions
Game
PC
Level of
Ability to coOther
literacy
literacy
foreign language
operate
Use of different samples. Samples,
No
No
No
No
stickers, pen
Any new ideas

Conclusions
related to this
Source
208 of 230
127. ShapeDividing
209 of 230
Primary Stimultion
Spatial ability
PC literacy
Type
Game
Mental function
Spatial awareness perception
Level of
literacy

Low

language

Low
Low
paper)
Fairly high
Fairly easy to make similar puzzles like this
Source
Dr Gareth Moore 2008 Michael OMara Books.
210 of 230
Visual Processing
Other
none
Conclusions
Good task for people with low linguistic ability
128. ShapeRotating
211 of 230
Primary Stimultion
Visual / Spatial
PC literacy
Type
Exercise
Mental function
Level of
literacy

Low
paper)
High, Spatial awareness / visualization
Source
Dr. Gareth Moore 2008 Michael OMara Books

language
Low
none

Any images can be put onto this cube
212 of 230
Other
Conclusions
129. ShapeandSpaceTraining
Anotherareawherepuzzlesareparticularlystronginhelpingtotrainthebrainiswithregardtoshape
andspace,andtestingandimprovingourspatialawareness.
By making us consider and examine various shapes and objects, how they can be rotated, how they fit
together,howtheytessellateorcanbesplit,andhowvariousshapescanbemanipulated,thesepuzzles
areexcellentfordevelopingoursenseofshapeandspaceandthe3Dworldwithinwhichwelive.Assuch,
thementalexercisesthatthesemindgympuzzlesprovideareexcellent.
Hereisasampleshapeandspacebraintrainingpuzzle.Seehowquicklyyoucanworkouttheanswerto
thisquestion.
Splittheshapebelowintofourequalregions,whichyoucanconsidertobecomposedofthreeidentical
squares.Eachshapemustbeidenticalwiththesamearea,thoughtheshapesmayberotated.
Primary Stimultion
Spatial Processing
PC literacy
Type
Training
Mental function
Logic and Numeric
Level of literacy

Low
language
Spatial Awareness
Other
Optional (can be online or on Low (to follow

none
paper)
instructions)
Level of
Any new ideas
Conclusions
stimulation
related to this
A very common form of These puzzles are often part of testing of intelligence, e.g. IQ Tests. Many
High,
mental puzzle
people enjoy them if they are not keen on numerical or word puzzles
Source
http://www.braintrainingpuzzle.co.uk/shape-space.php
213 of 230
130. VisualImagination
214 of 230
Primary Stimultion
Processing
Type
Game
PC literacy
paper)
Mental function
Visual / Spatial awareness

Low
Low
Level of
literacy

language
Other
Low
Low
None
fun
Any new ideas

related to this
Conclusions
Source
Dr. Gareth Moore 2008 Michael OMara Books
215 of 230
131. DictionarySearch
216 of 230
Primary
Stimultion
Reflection
PC literacy
None
Level of
stimulation
High
Type
Mental function
Physical motor
functions
Psychological
functions
Exercise
Linguistic, logical and

imaginative
Low
Low
Level of literacy
High

Low

this
Any similar word could be
used
Other
Conclusions
Could be a good group of work exercise, comparing definitions of
inteligence
Source
Collection of best practices In Brain Power The 12-week Mental Training Programme by Marilyn vos Savant and Leonore
Fleischer. Published by Piatkus books 2008 UK.
217 of 230
132. LASCATOLADEINUMERINUMBERSBOX

Yes
PC literacy
Level of literacy
No
Mental function
Yes

No

No
Any new ideas
related to this
Conclusions
Source
CEMEA- Centri di Esercitazione ai Metodi di Educazione Attiva
218 of 230
Yes
No
Other
133. LATOMBOLABINGO

Yes
PC literacy
Level of literacy
No
Mental function
Yes

No

No
Any new ideas
related to this
Conclusions
Source
CEMEA- Centri di Esercitazione ai Metodi di Educazione Attiva
219 of 230
Yes
No
Other
134. SeniorseAcademy

Memory, Inductive
Reasoning,
Training, exercises
Yes
Yes
Yes
Processing
PC literacy
Level of literacy
Other
Optional but
None
Variable
Polish
recommended
Any new ideas

Conclusions
related to this
Training well
organised with
Easily adopted as a good practice example. Printed
High
precise schedule of
handbook available for participants.
activities
Source
http://www.upclive.pl/Akademia_e_Seniora/#strona_glowna
220 of 230
135. MagazineFactory
Explorepartnershipbuilding,networkingandcollaborationopportunitiesusing"esenior"inMagazine
Factory
AnnaGrabowska,PROMEDCoLtd.,Poland,RickSwindell,GriffithUniversity,U3AOnline,Australia
IntroducingMagazineFactory
Magazine Factory4 (based on the original product called Tidningsfabriken) is a popular and versatile
concept for developing web magazines for various purposes and contexts. MagazineFactory is a
publishingtoolwhichprovidestheteachersandthepupilswithanopportunitytoworkaseditorialstaff
in class and to publish web magazines. The service is maintained by the Finnish National Board of
Education,anditisavailableaspartofthewebservicesoftheNationalBoardofEducation.Introducing
LifelongLearningGrundtvigPartnershipProgramme
The Grundtvig programme focuses on the teaching and study needs of those in adult education and
alternative education streams, as well as the institutions and organizations delivering these services.
Supporting lifelong learning and mobility in this way also helps address Europes ageing population
problem. Launched in 2000 and now part of the overarching Lifelong Learning Programme, Grundtvig
aims to provide adults with ways to improve their knowledge and skills, keeping them mentally fit and
potentiallymoreemployable.Itnotonlycoverslearnersinadulteducation,butalsotheteachers,trainers,
educationstaffandfacilitiesthatprovidetheseservices.Theseincluderelevantassociations,counseling
organizations, information services, policymaking bodies and others involved in lifelong learning and
adult education at local, regional and national levels, such as NGOs, enterprises, voluntary groups and
research centres. One of the specific aims of Grundtvig is supporting innovative ICTbased educational
content,servicesandpractices.Whatcanweshareuptillnow?(Thisisanonlinedemonstration)5
TheideaofconnectingseniorsthroughtheonlineeSeniorMagazineoccurredin2008duringtheEDEN
Conference in Lisbon. There, a workshop called Collaborative Learning and User Generated Content
Creation with the Multilingual MagazineFactory An Example of a Social Software, Dynamic Content
CreationandMashupAllWrappedUpinaSingleToolwaspresentedbyChristianKomonen,Executive
ProducerofMagazineFactory.6
http://magazinefactory.edu.fi/
http://magazinefactory.edu.fi/magazines/e_senior/index.php?str=40
http://www.eden-online.org/eden.php?menuId=402&contentId=721
221 of 230
Started from "A Grandparents Gift" written by Patricia Porter we now have several items promoting
Grundtvig Partnerships and ongoing projects7. We will also address the question Can we work
cooperativelyincyberspacewiththeUniversityoftheThirdAgeOnLine(http://www.u3aonline.org.au)
inPoland?
Primary
Type
Stimulation
Language
understanding,
Reading, writing
Yes
No
Yes
Processing
PC literacy
Level of literacy
Other
Working
in
Medium
Advanced
Advanced English
Recommended
editorial
group
possible
Any new ideas

Conclusions
related to this
Dissemination
The article The Mobility Metting of Mindwellness in
Hight
platform easy for
Graz (8th 9th April 2010) is available in e-senior
usign and group work magazine. (*)
Source
http://magazinefactory.edu.fi/
http://magazinefactory.edu.fi/magazines/e_senior
http://magazinefactory.edu.fi/magazines/e_senior/?str=40&artCat=0&artID=22 (*)
http://blanka.moodle.pl/course/category.php?id=7
222 of 230
136. Provideinformationabouttheplasticbrain/networksinthebrain/factsabout
the mirror neurons / storage of memories / effect of lifestyles and emotional
personalissuesoftheparticipants
Researchshowsthatnewsynapsescanactuallyformagainandagainandwecaninfluencethisprocess
simply by the way we use our brain. The brain can even be healed by its own plasticity and there is
scientificproofthatthebrainsplasticitymayreallyenableustoprotectourselvesagainstagedecline.
Expertsalsostressthatoneofthebestwaysonecanlearnnewskillsandboastourmentalperformanceis
by making the most of our mirror neurons (watching an expert at work and learn the new skill for
example:oneideawouldbetocreatemoresituationsforintergenerationallearninginteractionbetween
youngandold, another idea of developing ourmirror neurons besides learningnew skills is in training
ourimagination.Forexampleifweconcentrateonimagingwhatitfeelsliketobesomeoneelsearole
model, someone we admire etc.). It is said to help the brain development. In fact, it is highly likely that
even in old age one can become an expert in any field. All we need is the motivation to learn the skill,
whichmeansputtinginthetimeandeffort.Knowingthiscanbemotivatingandrewardingitboatsnot
onlytheselfesteemoftheelderlybutalsohisorherfeelingofcontrollingthesituationandcompetence.
In my opinion, it would make sense to discuss personal learning aims of the participants and look at
theirindividualmotivation.
Understandably,alsotheattitudeoftheelderlyherself/himselftowardsageandmemorydeclineorthe
attitudeofhisorhersurroundingiscrucialforthementalperformance.Hereitwouldbeinterestingto
lookatthetheoryofselffulfillingprophecy(Rosenthaleffect)anddiscussculturalattitudesonhowolder
peoplearereveredindifferentcountries(negativeorpositiveconnotationsornegative/positiveoutlook
onageconnectedwiththememoryperformanceofthesenior,perceptionofage,attitudetowardsageing
and wisdom etc.). The lesson is quite clear: If old people expect their memory to fade and their mental
powertodeclineastheygetolder,thentheirexpectationsmaywellcometrue.
Alsoitisimportanttoprovideinformationabouttheimportanceofsleepconnectedwithmindwellness.It
isessentialforlearningasistheabilitytorelaxandconquernegativestress,forexamplethroughdeep
breathing.Infactthequickestandmosteffectivewaytorelaxistotakecontrolofthebreathing.Inthe
coursetheparticipantsshouldgetthechancetolearntorestandshouldhavethepossibilitytoexperience
howrelaxationtechniquesareactuallyakeypartofkeepingtheirmindintiptopcondition.Chroniclevels
ofnegativestresshowevercanprematurelyagethebrain.Thisiswhyreducingthislevelintheorderlys
lifeisanessentialpartofageproofingtheirbrainandprotectingtheirmemory.Theparticipantsshould
beabletoidentifythepotentialsourcesofstressandlearnhowstresscanaffecttheirhealthandmental
performance.Hereitcouldbewisetoprovideapersonalstressmanagementplanthatcanbeappliedas
appropriatetotheparticipantsownsituation.Inthissenseitwouldalsobeinterestingtoinformabout
the positive aspects on smiling, laughing and developing a sense of humor because smiling for
instanceissaidtorelaxmanyofthefacialmuscles,therebyimprovingbloodflowtothebrain!Sosmiling
isalsoagoodwayofcopingwithstressandlaughterandhumorcanhaveapowerfuleffectonthemind
223 of 230
and body (include more laughter sessions in the daily routine!). Talking about relaxation one can also
considermusicasawaytohandledistressandcareformindwellness.
Anotheroptionwouldbetoexperiencethevalueofmeditationindevelopingpeaceofmindandlowering
stress. There is indeed evidence that regular meditation can have real health benefits, particularly in
termsofageproofingthebrain.Meditationinvolvesswitchingoffasmuchaspossiblefromtheconstant
buzz of stimuli that surrounds us. There are of course countless ways of meditating and different
approachessuitdifferentpeople.
Talking about the positive effect of physical relaxation it is also important to inform about the strong
connection between intellectual performance and physical fitness and the benefits of exercise for the
brain.ExercisegenerateschemicalscalledbrainderivedneurotrophicfactorsBDNFs,whichencourage
thedevelopmentofnewbrainconnectionsandbraincells.Italsoincreasestheamountofserotonininthe
brain,whichencouragespositivemoods,confidenceandhappiness).Recentresearchcouldalsostatethat
light exercise can cut the risk of Alzheimers significantly. The theory is that exercise improves blood
circulation which in return increases the supply of oxygen and glucose to the brain. Here one should
considerthefourmainareasofphysicalfitnessaspoise,aerobictraining,flexibilityandstrength.
Finallythereissufficientproofthattheproperdietplaysakeypartinbrainfitness.Scientistsarerealizing
howimportantitistofeedourmindwell:theelderlypeoplenotonlybenefitsnowbutalsoin
thefuture!
Soourcourseshouldprovideinformationabouttheformofenergythatisbestformentalfitness:glucose,
proteinsandfatsaswellasvitaminsandminerals.Becausewhenitcomestoenergy,ourbrainisthemost
demandingorganinourbodyandtoeatenoughenergyfoodseemstobecrucialforgoodbrainfunction.
Hereitisequallyimportant,inmyopinion,totalkaboutadietwithexcesssugarsbecauseitcanslowthe
activityofourbraindown.So,wrongfoodcanliterallyprovideourbrainwiththewrongfuel.Theresultis
thatitburnsoutfasterandperformsworse.
Withregardstothedietoftheseniorsitisalsoimportanttotalkaboutdrinkingandthebenefitofwater
(informabouthealthydrinkinghabits).
Insummary,theparticipantsshouldgetmindwiseforwellbeingandsuccesswhichinourcasemeans
knowledgeableabouttheirmindsotheycanlearntheskillsto:
reducetheirriskofillhealth
improvetheirmentalperformance
224 of 230
Primary
Stimulation
Attitude
towards life
Mental
function
Type
An exercise (in the case of
breathing exercise and physical
work out / brain gym)
Training. Other Initiatives
Psychological
functions

(when exercising brain gym
training with the programme of
Kinesiologie)
PC literacy
Level of literacy
Depending on the
method (blended or eLearning?)
Depending on the
method (blended or eLearning?)
Level of English or
other foreign
language
Depending on the method (group
discussion, being a role model an
coach for someone else)
Source
ARIADNE hess. Own materials. http://www.ariadne.ch/
225 of 230
Conclusions
Other
ANNEX 1: REPORT ON WP3 DATA COLLECTION IN HUNGARY WITH AN

OUTLOOK TO THE INTERNATIONAL SCENE
byPterKvesd,IvnSzalkaiandEnikNagy
1. Scientificbackgroundofthementalfunctionsofolderpeople
Introduction
Byageing,decompositionprocessesbecomemoreandmoreobviouswhichholdsaseriousproblem,both
for theperson and forthesociety. The firstsigns ofageingofthe body,dateto the fifth decade. Atthat
timedecreaseoftheredoxpotentialisalsoobvious.Decreaseoftheredoxpotentialisaccompaniedby
several changes and illnesses, called oxidative stress, which is considered as a common background of
numerous illnesses. Changes, resulting to the decreased redox potential are involved in impaired cell
functionandcelldeath,ultimatelyleadtodecreasedtissuecelldensity.
2. Thecharacteristicchangesofageing
Decreasedconductionofelectricpotentialinthenervefibres.
Alterationsofthebasalmetabolismandvariousmetabolicprocesses.
Lossofmusclefunctions(includingthevascularsmoothmuscles).
These phenomena lead to various symptoms, as they play a crucial rule in the diminishment of mental
functionaround50.
Thefirstsymptomisthelossofmemory.Memorydependsonintelligence,educationandpersonality.The
ayurveda describes three main groups of personality, which are naturally differing from each other,
includingtheshortandlongtermmemory.TheWesterntypemedicineconsidersbiologicalconditions,
deviating from the normal, as an illness, however in some cases these biological deviations are only
featuresofacharacter.
3. Theoperationofthebrain
The brain is studied from different aspects, since the attempt to examine a system with a similarly
complicatedsystemisaninterestingtopicfromthepointofepistemology.Thedevelopmentofthebrain
showsthreedifferentlevels,builtoneachother.Thefirstlevelistheancientreptilelevel,responsiblefor
the basic life functions; the second is the ancient mammal level, while the third level is responsible for
cognitivefunctions,forthehumanbeing.
Thestructuraldivisionofthebrainiswellknown.Thepartresponsibleforcognitivefunctionsisthegrey
matterandotherdynamicallychangingareasinside.Theseareasarewidelyinvestigated,thelocalization
of different functions have been described properly. Earlier, neurons were considered not to be able to
proliferate,henceweexplainedthelossofcognitivefunctionsobservedthroughaging,astheresultofthe
226 of 230
reduction of neuronal number. Nowadays there is growing evidence that neurons are capable to
proliferate, mostly in the hippocampus that is responsible for the memory. The impaired cognitive
functionisratherduetothelossoftheneuronaldendrites.Underoptimalconditions,oldneuronscanalso
grownewdendrites.Agingbraincanadapttonewconditionsandcanchangethesynapticpatternaswell.
Theamountofneutrofin,whichisaspecialsubstanceproducedbythecells,correlateswiththeneuronal
stress.Thesubstanceitselfpermitsthecellstoadaptoptimallytothefunctionalstress.
Extended areas are activated of the neuronal network through studying, thinking and improving the
memory. Neurons are not able to function alone but in wellcoordinated networks. Through activation,
thesecellshaveaneffectoneachotherinvariouspatterns,thusafterbraininjurythedifferentareascan
replaceeachother,furthermoreregularlyusedareascanalsoextend(improvementofthemapmemory
among taxi drivers in London). The organisation of the brain is only partly hierarchic, but also parallel,
matrixlike,thusitcanadapttovariatingstress.Thebrainfunctionssimilarlytoacomputer,asitusesa
workmemory area in the frontal lobe. Routinelike processes require less activated cortical areas,
independently from the complexity of the process itself, which explains the fact, why routinelike
processesarenotinvolvedinthedevelopmentofthebrain.
Neurons that take part in cognitive functions become temporarily more active, which leads to newly
formed cellular connections, since the activated cells become overloaded after a few time. Different
stimuli,affectingtheneurons,aretransformedintoelectricpotential,whichfinallyleadstotheexcretion
ofdifferentchemicalsubstancesbythecell,knownasneuronaltransmitters.Thesechemicalsubstances
themselvesrepresenttheinformationstreambetweentheneurons.Thevelocityoftheelectricstimulusis
higherthanthevelocityofthechemicalsubstance,thusthecellformsnewchemicalports(synapsis)to
connectothercells.Thenetworksystemitselfworksasaconnectionbetweendifferentstimuli.
Discoveryofthefractalmodelwasasignificantstepintheexplorationofthefunctionofthebrain.The
modelsaysthatinasmallpartofaunit,theunititselfisrepeated.Thebrainiscomposedofseveralfractal
systems, where on different levels, different decisions are repeated. Connections between the cells
(synopsis) are responsible for dynamic processes is the brain. In the unused areas celldeath can be
observed,alsoamongyoungoroldpeople,independentlyfromage,butagingincreasetheriskofit.This
doesnotmeanthattheinformationislost,butitisstoredinothercellularconnections.Throughthinking,
brainalsochangesanddevelops;thisisthebaseofwholelifelearning.Thebrainprovidesussufficient
signals and patterns (cognitive patterns) in order to trigger the constant improvement and renewal. By
remembering,theinformationofthecognitivebrainfunctiontransformsduetothepermanentfeedback
tothedynamicprocesses.Thatishowinformationisrevisedandmodified.Duetothenetworkstructure
and fractal construction, thinking is not localized in one point of the brain. Since these continuously
workingnetworksreachnewareas,theouterandinnerinformationaffectthefunctionofthesenetworks.
Insightful experience and traumas, especially in the right parietal lobe, with their particular energetic
structure,triggerthebraintocontinuousanswerthatiswhatwecallinteriormonologue.
Thebrainconsumesalotofenergy.Theorganwhichrepresentsonly3%ofthebodymass,demands20%
oftheenergymetabolism.Thustheappropriateperfusionandoxygenizationisindispensable.
227 of 230
Emotionsrepresentaspecialfieldofcognitiveprocesses.Aswesawbefore,emotionalsignscanjoininto
thefunctionalnetworksthatarehowsoundsandfragrancescanholdsentimentalcontent.Thuscognitive
functionscannotbeevaluatedindependentlyfrompsychicalandemotionalconditions.Thisfactsupports
the notion that utilization of emotions in the treatment of dementia can be a promising idea. Not only
memorization of different words and numbers, but also the development of patience and the adequate
reflectiontosituations,isconsideredanimportantroleinthepreservationofcognitivefunctions.
4. Thememory
Thememoryitselfcanbelocalizedinthehippocampus,wherenewformationofsynapticconnectionsand
alsotheproliferationofneuronscanbeobserved,duetomemorytrainings.
The memory is selecting continuously from the information, thus only the important events (firmed by
emotional charge) will be retained. The positive rule of the emotions is obvious, since in case of older
people, suffering from loss of memory, depressive symptoms and also the lack of selfappreciating
mechanismscanbeobservedasasubconscious,selfdestroyingpattern.
Aswementionedbefore,memoryprocessesworkasanetwork,whichcanbelocalizedatdifferentparts
of the brain. For example, 20 different loci have been found to be activated through mathematical
operations,whilebasicmathematicisbuiltonlyonadding.Duetothismulticentredlocalization,thereis
agoodchanceforthedifferentstimulitoaffecteachother.Accordingly,usingallthesixsensesisthebest
waytoimprovethememory.Majorityofthepeoplearevisualtype,lessareauditorytype.Thesesenses
are completed and intensified by smelling, tasting and the emotions. A useful way to ameliorate the
memory is to connect different types of sensations: colours, voices, flavours, fragrances, emotions with
memoryfragments.
Toeasethewaywearethinking,wemakepatterns,weretainmemorieseasierwhichfitinthepatterns,
whileweforgetimagesthatdonot.
Thereisincreasingevidencethatpeoplewhodoexercisesregularly,losetheirmemorymoreslowlythan
the others. This can be due to increased intracerebral circulation and oxygenization and also as a
consequenceofthenetworksystemsinthebrain.
1Thedivisionofthememory
Wecandividememoryaccordingtodifferentaspects:
A.
1. fluent memory, is used for learning new information. This is the most vulnerable sort of
memorythroughaging
2. Crystal memory or storingmemory, where old memories are stored, this is farly preserved
throughaging
B.
228 of 230
1.
Shorttermmemory.Ithasquiteasmallcapacity.Someauthorshavereportedthatthispartisnot
able to retain more than 7 units of information at once (a telephone number). This work
memoryislocalizedontheborderofthefrontalandparietallobes,nearthelociofattentionand
consciousness,thusthereareseveraljunctionsbetweenthem.Intheworkmemory,memories
arealsostoredandprepared.Theinformationthatenterstheshorttermmemoryeitherexpires
or if the information was confirmed, it enters the longterm memory. Mental maps and
orientationareattachedtothehippocampus.
2.
Longterm memory. Ancient memories are stored here; this is the reason why old people
remember to remote events, while they forget the new information. Longterm memory is
consideredasachemicalmemory.Itiscomposedof:
1.
Episodic memory, which retains the events of our life, our personal experiences in
timeandspace.
2.
Semantic memory conserves the general knowledge from the world and our
circumstances.
3.
Metamemory,whichretainscognitionthatweknow.
4.
Prospectivememory,consistofourfutureplans.
2Methodstopreserveourmemory:
Incaseofsomeoneisabsentminded,heshouldmakealistoftaskstodo.Thisaffectsthememoryin
twoways:
1.
Continuousthinkingofaproblemhelpsthestabilizationofthememorycycles.
2.
thetask(groupofinformation),throughbecomingaroutine,movestodeeperpartsofthebrain,
thiswaytheworkingmemorycandealwithnewinformation.
ThemethodofAlainS.Brown:buildingupthememoryandpreservingthememoryconsistsofunits.
Theseare:attention,repeat,associationandpreserve.Onehastopayattentiontothetaskthatshould
be memorized, it should be associated to some information that is already kept, this should be
repeated sometimes then it should be refreshed from time to time. Passive repeat does not help
preservationwhileactiveevocationismoreeffective.
Neurobic: A modern method to keep the memory fresh. It is based on the network structure of the
memory.Themethodconfirmstheconnectionsbetweendifferentlocibyusingvariableimpulsesvia
variablesensations.Itusesthepossibilitytoimprovetheconnectionsbetweenthecortex,thelimbic
system and the hippocampus. Combination of varied and odd information, free association
(brainstorming)fairlydevelopstheneuronaljunctions,whilepassiveactivities(watchingTV,routine
exercises)doesnthelpatall.
229 of 230
Meditation.Itseemtobeapassiveactivity,meanwhilethebrainisoccupiedwiththeprocessingof
interior information and also with the reception with information under threshold limit. Under
meditation,brainworksonalowwavefrequency,whichiscalledalphawave.Threedifferenttypes
canbedifferentiated:
1.
Orientalmeditationischaracterizedbypassivedepletionreception.
2.
Autogenic training, one tries to concentrate on changing the interior organ function and on the
regulationofthevegetativenervoussystem.
3.
Mindcontrol.Weusethealphawavestoachievedifferentaimsbyusingourbrain.
Through research of meditation it turned out that regular practice increases age and stimulates brain
function.ItcanbeseenontheMRIimages,thatthroughmeditationtheactivityoftheparietalandfrontal
lobesisincreased.
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