Building upon the CALLA Framework: The Intersection of Novel Problem Solving and Applied Wisdom
The major issue with cognitive training interventions for older adults is that they typically fail to result in enduring skills that elicit far transfer cognitive abilities that generalize to other independent functions [for exception, see Rebok et al. 2014] In their novel Cognitive Agility across the Lifespan via Learning and Attention (CALLA) framework, Wu, Rebok, and Lin [2016] tackle this issue by exploring the optimal bioecological factors in early life that are most conducive to broad learning and the development of skills that generalize. Next, they frame the six critical factors that promote broad learning (basic cognitive abilities and far transfer of skills) and examine how they change over the life course. These factors offer implications for interventions designed at fostering neuroplasticity in the aging brain. Our commentary offers some additional important contributions of the CALLA framework to existing models and poses challenges and opportunities in the design of cognitive interventions that facilitate skills that far transfer for older adults. Specifically, this framework makes additional contributions as we extend it here to the bioecological systems framework and to engagement interventions. From here, we also identify the following challenges of implementing the factors of CALLA into cognitive interventions for older adults, including motivational shifts away from learning goals (socioemotional selectivity theory) and disposition towards certainty compared to novelty. Lastly, we identify the opportunities to create conditions that leverage older adults to apply their experience, knowledge, and skills towards novel problem solving.
Human Development