The objective of this study was to test the effectiveness of a cognitive training program of six sessions based on the presentation and practice of memory strategies (categorization) and activities that recruit executive functions offered for older adults. We also aimed at identifying and comparing the mnemonic strategies used by participants stratified by levels of schooling before and after training. The study included 31 older adults divided into group 1 (up to 8 years of schooling) and group 2 (9 or more years of schooling). The instruments used were: sociodemographic questionnaire, cognitive scales and a list of possible strategies to identify the strategies used. The results were indicated the influence of education on the use of memory strategies in the pre-test and post-test. At the post-test, there was a significant increase in processing speed and strategies use. It is concluded that he use of strategies, memory self-efficacy and the gain after cognitive training may be influenced by education.
Cognition; Memory; Elderly
