Collection of Best Practices and Exercises

Collection of Best Practices
and Exercises

Exp. Nª: 143087–LLP–1–2008–1-ES–GRUNDTVIG - GMP

MINDWELLNESS PROJECT: Improvement Learning Capacities and
Mental Health of Elder People

Collection of Best Practices and Exercises

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TABLE OF CONTENTS
AUTHORS INFORMATION ..................................................................... 9
1. INTRODUCTION…………………………………………………………………11
2. THE AIM OF THE PROJECT AND THE PARTICIPATING PARTNERS ..................... 13
3. THE COLLECTION PROCESS ............................................................. 14

3.1 Problems in the Collection Process .................................................................................................................................. 15
3.2 Connection between WP2 and WP3 and the Added Value of the Collection Process to the Partners 15
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.Self‐Registry of Daily Oversights I .............................................................................................................. 27
2.Self‐Registry of Daily Oversights II ............................................................................................................. 28
3.Self‐Registry of Daily Oversights III ........................................................................................................... 29
4.Faces and Names I: Association Exercise .................................................................................................. 31
5.Faces and Names II: Association Exercises + Space Memory ................................................................ 32
6Number and Concepts Association I ........................................................................................................... 33
7.Number and Concepts Association II ......................................................................................................... 35
8.Images and Concepts Association ............................................................................................................... 37
9.List of Words Grouping I .............................................................................................................................. 38
10.List of Words Grouping II ........................................................................................................................... 39
11.My Town. My House. ................................................................................................................................... 41
12.Attention and Visual Memory Exercises ................................................................................................. 42
13.Reading Comprehension Exercises and Short Term Memory ............................................................ 43
14.Date Remembering: Long Term Memory ............................................................................................... 45
15.MemoryXL‐Memory Trainer ..................................................................................................................... 46
16.Putting words in order ............................................................................................................................... 47
17.Counting images .......................................................................................................................................... 48
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18.Completing words ....................................................................................................................................... 49
19.Remembering words I ................................................................................................................................ 50
20.Remembering words II ............................................................................................................................... 51
21.Remembering words III ............................................................................................................................. 52
22.Remembering images ................................................................................................................................. 53
23.Reading and remembering ........................................................................................................................ 54
24.Remembering series of numbers ............................................................................................................. 55
25.Naming images ............................................................................................................................................. 56
26.Method of Loci .............................................................................................................................................. 57
27.Hide and Reveal the Puzzle ........................................................................................................................ 60
28.Memory Calendar ........................................................................................................................................ 61
29.Memory Test ................................................................................................................................................. 63
30.Remembering numbers .............................................................................................................................. 65
31.Remembering names and faces: Photos.................................................................................................. 67
32.Technique to improve the memory by linking ...................................................................................... 69
33.ALTROCONSUMO ......................................................................................................................................... 71
34.English for travelling ................................................................................................................................... 72
35.Incomplete proverbs. ................................................................................................................................. 73
36.Verbal Fluency I: Chain of Words ............................................................................................................. 74
37.Verbal Fluency II .......................................................................................................................................... 75
38.Verbal Fluency III ........................................................................................................................................ 76
39.Verbal Fluency IV: Incomplete Words ..................................................................................................... 77
40.The Towers of Hanoi ................................................................................................................................... 78
41.Entangled Objects ........................................................................................................................................ 81
42.Card Games Tournaments and Board Games Workshops ................................................................... 85
43.Crossword Puzzle. ( will be added) ......................................................................................................... 86
44.Play with the words .................................................................................................................................... 87
45.University of the 3rd Age Website ........................................................................................................... 88
46.ABC Pc. Website ........................................................................................................................................... 89
47.Meeting of Generations .............................................................................................................................. 90
48.UTW Courses OnLine .................................................................................................................................. 91
49.Klub Seniora. Klub Senior .......................................................................................................................... 92
50.Memory as autobiography ......................................................................................................................... 93
51.Two in One .................................................................................................................................................... 94
52.La Caixa. Club Estrella ................................................................................................................................. 97
53.Learning English with BBC ...................................................................................................................... 101
54.Music ............................................................................................................................................................ 102
55.Memory box ................................................................................................................................................ 103
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56.The Old Town: Memory mediation ........................................................................................................ 104
57.Memory dance ............................................................................................................................................ 105
58.Fact Sheets .................................................................................................................................................. 106
59.Combi Questions ........................................................................................................................................ 107
60.Questions for reflecting ............................................................................................................................ 108
61.Seniores On Line ........................................................................................................................................ 109
62.TEKNOTRE – Istituto di Cultura ............................................................................................................. 110
63.Associazione Nazionale delle Universitá della Terza Etá – UNITRE Universitá delle 3 etá ........ 111
64.Memorising Pictures ................................................................................................................................. 113
65.MindFit ........................................................................................................................................................ 114
66.Perception Training .................................................................................................................................. 121
67.MAT‐ Mentales AktivierungsTraining (Mental Activation Training) .............................................. 122
68.Recognizing footsteps of animals ........................................................................................................... 123
69.TAI CHI Chuan ............................................................................................................................................ 124
70.QiGONG ........................................................................................................................................................ 125
71.Memory ....................................................................................................................................................... 126
72.HAPPYneuron ............................................................................................................................................. 127
Inductive Reasoning ...................................................................... 132

73.Word Recognition Training ....................................................................................................................................... 132
74.Repeated Words ............................................................................................................................................................. 133
75.Number Groups .............................................................................................................................................................. 134
76.Attention Exercise I ...................................................................................................................................................... 135
77.Attention Exercise II ..................................................................................................................................................... 136
78.Creative Thinking Puzzles ......................................................................................................................................... 137
Processing .................................................................................. 138

79.Rotaball .............................................................................................................................................................................. 138
80.Labyrinth ........................................................................................................................................................................... 139
81.Thinking Quickly ............................................................................................................................................................ 140
82.Mental Calculation ......................................................................................................................................................... 145
83.Number Pattern Training ........................................................................................................................................... 146
84.Sign finder ......................................................................................................................................................................... 147
85.Puzzle .................................................................................................................................................................................. 148
86.Stories about Jesus ........................................................................................................................................................ 149
87.Piano player ..................................................................................................................................................................... 150
88.Memory Sprint ................................................................................................................................................................ 151
89.Memory with animals .................................................................................................................................................. 152
90.HU‐MATH .......................................................................................................................................................................... 153
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91.High Number ................................................................................................................................................................... 154
92.Clock Spin .......................................................................................................................................................................... 155
93.Block Count ...................................................................................................................................................................... 156
94.Sudoku, Killer Sudoku, Battleships, Futoshiki .................................................................................................. 157
95.Word Search ..................................................................................................................................................................... 165
96.Spatial Box Folding ....................................................................................................................................................... 166
97.Creativity Exercise ........................................................................................................................................................ 167
98.Concentration Test: Stroop Test ............................................................................................................................. 170
99.Shape Counting ............................................................................................................................................................... 171
100.Visual Reflection .......................................................................................................................................................... 173
101.Number Pyramid ......................................................................................................................................................... 175
102.Mental Arithmetic ....................................................................................................................................................... 177
103.Painting Workshops .................................................................................................................................................. 178
Concentration ............................................................................. 179

104.Linking ............................................................................................................................................................................. 179
105.Word Finding Puzzle I ............................................................................................................................................... 180
106.Proportions .................................................................................................................................................................... 181
107.Outsiders – Insiders ................................................................................................................................................... 182
108.What’s the opposite of...? ......................................................................................................................................... 183
109.What’s the difference...? ........................................................................................................................................... 184
110.Building hierarchies ................................................................................................................................................... 185
111.Logic Stories .................................................................................................................................................................. 186
112.Triple Selection ............................................................................................................................................................ 187
113.True or False ................................................................................................................................................................. 188
114.Anagram .......................................................................................................................................................................... 189
115.Word Finding Puzzle II ............................................................................................................................................. 190
116.Word Acrobatics .......................................................................................................................................................... 191
117.Completing Word pairs, proverbs and phrases ............................................................................................. 192
118.Triangle ........................................................................................................................................................................... 193
119.Catch the Ladybug ...................................................................................................................................................... 194
120.Split Words .................................................................................................................................................................... 198
Perception ................................................................................. 202

121.Corner Perception ...................................................................................................................................................... 202
122.Picture Puzzles ............................................................................................................................................................. 203
123.Auditory Exercise ........................................................................................................................................................ 205
124.Touch Exercise ............................................................................................................................................................. 206
125.Smell Exercise ............................................................................................................................................................... 207
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126.Taste Exercise ............................................................................................................................................................... 208
127.Shape Dividing .............................................................................................................................................................. 209
128.Shape Rotating ............................................................................................................................................................. 211
129.Shape and Space Training ....................................................................................................................................... 213
130.Visual Imagination ...................................................................................................................................................... 214
131.Dictionary Search ........................................................................................................................................................ 216
132.LA SCATOLA DEI NUMERI – NUMBER’S BOX ................................................................................................. 218
133.LA TOMBOLA – BINGO ............................................................................................................................................. 219
134.Senior’s e‐Academy .................................................................................................................................................... 220
135.Magazine Factory ........................................................................................................................................................ 221
136.Provide information about the plastic brain / networks in the brain / facts about the mirror
neurons / storage of memories / effect of lifestyles and emotional – personal issues of the
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
Jaione Santos and Maite Moreno
XXI INVESLAN, Euskalduna 11 1º dcha, 48008 Bilbao (Vizcaya), SPAIN
Tel.: +34 944703670, e‐mail: j.santos@inveslan.com

AUSTRIA
Mag. (FH) Christina Kunter
Volkshilfe Steiermark – Institut Connect, Göstinger Strasse 213, 8051 Graz, AUSTRIA
Tel.: +43 676870833020, e‐mail: christina.kunter@stmk.volkshilfe.at

GERMANY
Dr. Gerd Zimmer
Institut für Projektbegleitung und Kompetenzentwicklung – pro‐kompetenz – e.V.,
Im Winkel 53, D‐18059 Rostock, GERMANY
Tel.: +49 3814006082, e‐mail: info@pro‐kompetenz.de

DENMARK
Bodil Mygind Madsen, MA
Aarhus Social and Health Care College, Olof Palmes Alle 35, 8200 Århus N, DENMARK
Tel.: +45 23261290, e‐mail: sskabmm@sosuaarhus.dk

ESTONIA
Tiina Juhansoo, MD, PhD, Vice Rector of Development and Foreign Relations
Tallinn Health Care College, Kännu 67, 13418, Tallinn, ESTONIA
Tel.: + 372 6711730; + 372 5164866, e‐mail: tiina.Juhansoo@ttk.ee
Anne Ehasalu, RN, MA, Lecturer of the Nursing Chair
Tel.: + 372 6711738, e‐mail: anne.Ehasalu@ttk.ee
Merike Kravets, Teacher of the Care Workers
Tel.: + 372 6711738, e‐mail: merike.Kravets@ttk.ee

HUNGARY
Enikő Nagy
Trebag Property and Project management Ltd, 09 Kossuth; 2094 Nagykovácsi, HUNGARY
Tel.: +36 26555221, e‐mail: pkovesd@trebag.hu

ITALY
Paola Gargano (Master degree law)
S&T soc. coop. – Via Po 40, 10123 Torino, ITALY
Tel.: +39 011 812 67 30, e‐mail: p.gargano@setinweb.it

POLAND
Anna Grabowska, PhD
PRO‐MED Co Ltd., ul. Dolne Migowo 16 C, 80‐282 Gdansk, POLAND
Tel.: +48 601329795, e‐mail: anka.grabowska@gmail.com

UNITED KINGDOM
Bruce Macdonald Stockley, PhD
Point Europa, The Manse, Garrett Street, Cawsand, Cornwall, PL10 1PD, UNITED KINGDOM
Tel.: +44 1752822444, e‐mail: bruce.stockley@pointeuropa.org

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INTRODUCTION.

Dear MindWellness colleagues: Please look at this first version of the WP3 report as a draft we are going
to discuss at our partner meeting in Tallinn. It is open for any comments, suggestion and new inputs that
can lead to improvements.

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.
For practical reasons the examples are collected in one separate part, part 2. We consider them easier to
handle when they are separated from the description of the collection of the examples, from the more
general comments and considerations of the partners and from the conclusion.

At the partner meeting in Bilbao in February it was discussed what to collect and how to collect.
Furthermore, at that time we did not have a clear picture of the difficulties we would meet in the different
countries.
In the beginning of the collection phase, there was a period with great uncertainty and even frustration
about the task and it now it has become very clear that some partners have delivered many exercises,
others less and ‐ as you can se ‐ that the exercises are very different. Anyway, we have ended up with a big
amount of examples of best practice – very good examples.

To decide what to do with all the examples was not an easy matter!
Many partners made themselves divisions in groups and categories:
The British partner, for instance made this classification of their examples: 1) Verbal/linguistic, 2)
Numerical, 3) Logical, 4) Memory, 5) Lateral and Creative and 6) Spatial (2D &3D)
The Spanish partner divided their practices into two groups: 1): Mental Training Practices which are
usually developed in face to face training by adult training experts and 2) Mental Training Websites and
Software which are available on the Internet. The Hungarian partner suggested : 1) online games 2)
games related to a science 3)exercises for improving mental capacity. – Just to mention a few examples
Each categorisation makes sense in its own context ‐ but to find meaningful categories for the whole
collection was something else. Furthermore, the decision about this is in fact not the task of one partner
but the task of the whole partnership, as it is closely related to the decision about HOW we will use these
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
function and after that the combination of one function with other functions.
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In the beginning of part 2, you find a list of all the exercises. .
Some partners have many references to literature about the topic. We could also have made a list of all the
literature and the relevant websites mentioned. Many partners listed as well all the new contacts they
have got in connection with the collection and/ or they listed in general all institutions and organizations
dealing with elderly, with gerontology or with mental functions and dysfunctions and with organization
providing mental training. We could also have added such a list to the report.
To our mind however, this report serves a concrete and a very practical purpose – to be the direct source
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
development phase.
It is of course still an option to make the above‐mentioned lists if we find it useful for our purpose and
decide to do so in Tallinn.
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
discuss at the meeting in Tallinn, we have decided to include it in the report as an annex.
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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. Considering this situation and the scientific proof that intellectual stimulation helps in the fight
against dementia, as well as the fact that cognitive training programmes have lasting effects for the
intellectual performance of adults, the MindWellness Project aims at elaborating a training tool that will
promote intellectual stimulation of people over 50, making education for adults something “fun” and more
attractive, which will contribute to the motivation of trainees.
In the framework of the project the partners intend to train the 3 cognitive abilities: memory, inductive
reasoning and processing. The target group for the training is elderly people (50+) who are ready and
willing to train their mind.
As a first step, the partners investigated the national situation in their country and afterwards, they all
collected examples of best practices, good examples, and exercises in their countries. The collection of best
practices – part 2 of this report ‐ will be the basis of the development of a web‐based interactive teaching
material, which is the main output of the project.

The twelve partners that take part in the project are:
1. UGT‐Euskadi (Spain) – Project Promoter
2. INVESLAN (Spain) – Project Coordinator
3. Volkshilfe Steiermark (Austria)
4. pro‐competence (Germany)
5. Århus Social and Health Care College (Denmark)
6. Tallinn Health and Care College (Estonia)
7. TREBAG Property and Project Management (Hungary)
8. University of Pécs (Hungary)
9. S&T (Italy)
10. PRO‐MED (Poland
11. Point Europa (United Kingdom)
12. ARIADNE Hess (Switzerland)
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THE COLLECTION PROCESS

In the process of collecting, the project partners combined several forms of research and found their
examples of best practices in different ways. Not surprisingly, many of the examples were found by doing
desk research ‐ on the internet and in books and magazines.
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
with the problems of elderly people or giving support to elderly people.
Also research institutes, educational institutions training seniors (private as well as non‐profit), societies
of gerontology, associations and organizations dealing with brain training and institutions involved in
relevant Lifelong Learning Programs and other EU projects, have been contacted by the partners. Another
form of getting information has been to carry out interviews with elderly people, with trainers and with
experts (for instance brain specialists). Another method has been to take part in national workshops and
conferences related to the topic. One of the partners even took part in some of the activities promoted in
order to understand the methodologies used
Most of the partners only selected material with a visible reference to scientific research or public
institutions. One of the partners decided after having consulted a brain specialist and discussed criteria
with her, to concentrate on training material published by members of the national association for
memory training and especially on one of the most famous publications.
The Swiss partner has its own experience as memory trainers as they have provided memory training ‐
also for elderly people ‐ for about 17 years.
Some of the partners mention that in the collection process they were aware of finding examples of mental
training that will be useful in the development of new tools for brain training.
Several partners draw attention to the fact that the examples they have collected are not focused on a
specific target group. Therefore, different age groups not only by elderly people can use them.
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3.1 Problems in the Collection Process

One of the problems mentioned by some of the partners was that it was difficult or almost impossible to
find examples. Other partners mention that it was not difficult at all to find examples of memory training
on the internet but difficult to find criteria to use when selecting best practices. “If you look for brain
training materials you’ll find hundreds of books and internet websites dealing with this topic but only
little background information referring to it.”(Austria)
Or: “As a result of the research we found rather confusing information and exercises on the internet.
Almost everything that involves some brain activity (and really if you have to solve a problem it includes
brain activity) could be called brain training” (Hungary).

Other problems referred to by the partners are that the examples were not in English and extracts had to
be translated, that many materials could not been seen for free – and the free material tended to be
fragmentary – and that there were no reference to scientific based sources.

In the Hungarian report it is mentioned that the associations and organizations dealing with brain training
are mainly involved in organising treatments and trainings for mostly elderly people with some already
developed mental problems and that their experience therefore could only partly be used. However, as
mentioned by the partner ‐ these organisations seem to be open for developing or applying materials for
prevention and their experiences and materials might help us understand the process of mental decline
and thus give us aid in prevention.
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
information and knowledge.”(Italy)
3.2 The Connection between WP2 and WP3 and the Added Value of the Collection Process
to the Partners
Most partners find that the work with WP2 helped them in the work with WP 3. In the national reports it
is mentioned that in connection with the collection phase most of he partners used data they had found
during the work with WP2. They also made use of the contacts in the field of brain training providers
which they had established in that phase. WP2 was also helpful to get an introduction to the general topic
of adult education and to get to know the educational structures and existing organizations in this field. It
gave a global view on the policies and on what is going on in active ageing.
The partners themselves benefited from the process. They mention that they got information, they got
valuable materials for use in classes with students and in different kind of courses and that the work has
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given an overview of a new field, of new activities and organizations and institution in the field of memory
training

The added bonus of the collecting process was a strengthened and widened network for the project
partner carrying out the research and is was dissemination of the knowledge about and the interest for
the MindWellness project.
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ABOUT MENTAL TRAINING

The Spanish partner has some considerations about how to maintain memory among elderly people:
Having good memory implies: a) Putting attention to a relevant stimulus, b) Codifying it, c) Storing it with
enough tracks or clues and D) Recovering it in a quick and efficient way at any moment.
“As a result, training our brain in each of the above mentioned stages will improve our general mnestic
performance. Stimulation, the continuous challenge life imposes us, keeps our brain active and agile. If the
stimulation is reduced, many of our cognitive functions and brain structures will remain underutilized.
Maintaining a good memory among elderly people implies:
1. Adequate physical maintenance (diet, cardiovascular apparatus, etc...)
2. Adequate social and emotional maintenance
3. Cognitive maintenance”
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 50’year. One of the reasons
could be “that there is no real difference between the brain of a person over fifty and a person under fifty.
Both may benefit equally from the same trainings.” Also the Italian partner mentions that there are no
relevant differences in terms of age groups in exercises for memory stimulation, and all the tools collected
in Italy can be applied to people over and below the age of 50 years old.

Other partners draw attention to the fact that bad mental condition and a bad memory are not limited
fields but connected with many spheres of life and therefore the problem cannot be solved only with pure
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
examples of things to do to keep for instance the memory function in a good condition. “The prevention of
head traumas, circulation pathology (high blood pressure, infections of nervous system, and intoxications
with alcohol, drugs and medicaments) must be prevented”. Also nutrition plays a role as well as education,
physical activity, good function of lungs, good self control and ability to be at right time in right place,
listen to music, find a hobby and use chewing gum – this stimulates the oxygen supply of brain!
Some partners (Denmark and Germany) have expressed the view that usefulness has to be considered
when we deal with brain stimulation. For many people usefulness is an important motive in connection
with mental training. People are willing to train the brain but preferring at the same time linking this not
only to exercises but also to learning. There are for instance many ways for language training depending
on the external circumstances (mobility, reachability) or personal capabilities and interests: self‐learning
course from the library or the internet, evening classes at the adult learning centres, blended learning
offer from a training centre. There are levels for everybody and you can combine the training with having
social contact.
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Usefulness is an important motivator for many people who do not like to “waste their time” But also
courses in history, art and excursions must be regarded as brain training.
Also in the Polish and Italian reports there are many examples of training/learning situations where
participation in courses is regarded as brain training.

The Austrian partner draws attention to the importance of senses and has examples of exercises with the
recognition of prior experienced perceptions or a feeling associated with this perception. “Our memory is
strongly linked to our sensory perception. Our perceptions are imprinted on our memory and leave
engrams in the different brain sections, which means that we have an auditory memory, a visual memory
and memory associated with taste, smell and touch. All these senses and correspondent types of memory
help us to perceive and realise the world around us.
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
would like to pay attention to physical exercises which are as important as games/exercises/theoretical
training.”
Last but not least: When doing memory training with senior citizens, the design of a training session and
the support that must be given, should be taken into consideration

Finally the German partner has this comment “Some of he characteristics of mental training seems to be
that mental training is a good business, that no norms exists officially and everybody can declare him or
herself mental trainer.”
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RECOMMENDATIONS FOR THE DEVELOPMENT OF THE

TEACHING MATERIAL

In many of the reports, the partners are having considerations about the next step of the project:
A very concrete proposal comes from Austria: ”There is so much material that it will be difficult to
“reinvent the wheel”. But what can be done is to really test lots of exercises with groups of senior citizens
to find out which methods work best with groups/individuals and what’s rather difficult to implement and
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
elderly but most of them are face to face training. As a result, the idea of providing an ICT based training
tool is quite innovative and could have good results with regards to its dissemination, organization of
training actions and eventual commercialization.”
The Italian partner has this point: “We believe it is important to underline that the majority of the
interviewed (elderly, representatives of associations of volunteers/elderly giving training services) when
asked “have you ever used technological tools for brain training”? replied they have never used such tools;
in addition, as explained in the section “new ideas for materials” some interviewed (UNI3) quoted that in
many cases ICT tools can be difficult to be used by the elderly, and therefore could have the side effect of
not motivating the elderly in using tools that could be useful for active ageing.
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,
simple and repetitive in order to achieve the new concepts. 4) The concepts should be explained step by
step (not directly giving the solution) and with concrete example stimulating the reasoning. 5) Some basic
“rules” of communication should be taken into account when developing the tool in order to ensure the
visual accessibility and full understanding of information”
Besides: “Technologic instruments, exercises or games could be damaging for elderly people (also if they
don’t have relevant health problems) they could still originate the sense of guilt (because “they are not
able to..”) and damage the self‐esteem: 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
defined and identified groups “

The Estonian partner recommends “Some funny games would be nice to have as people need more fun.”
Other partners mention that it is important that the mental training is combined with contact with other
person. This could also make the elderly people generally more active and give them more quality of life.
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“The distance learning is not always a good system because they need to socialize in order to maintain
themselves active. (Italy)
The Swiss partner draws attention to this: ”An important aspect to raise the senior’s self‐esteem and
mindwellness is praise and recognition for the job they are doing. This in return is a good management
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. According to the British partner, it is striking how similar the activities are from the different
internet and published resources that he has examined. “Of particular note is that there seems to be no
copyright based obstacles in these different publishers producing such similar material. Obviously,
copyright is a serious issue that needs close examination, but on first examination this appears to suggest
that the copyright problems in producing the material are very manageable. As long as the content of the
puzzles is changed, but the concept is kept the same it may be possible to avoid copyright problems. The
similarity of different published material indicates that copyright problems may not be too hard to avoid.”
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CONCLUSIONS
In spite of the difficulties in connection with the collection process, the partners have succeeded in
collecting quite an overwhelming amount of examples of best practices. From reading the report on how
the collection took place, you get a picture of a group of enthusiastic partners making serious studies and
establishing many contacts in order to fulfil their missions. This process has not only been to the benefit of
the partner and the results of the project. It is also very valuable for the dissemination of the ideas of the
project.
The next step of the project is ‐ based on the exercises in part 2 and making use of the considerations and
recommendations in part 1 – to develop our own training material.

Bodil Mygind Madsen, June 25th, 2009
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INDEX AND CLASIFICATION.

PRIMARY
# NAME TYPE COMMENTS
STIMULATION
MEMORY
1 Self Registry of Daily Oversights I Memory Exercise Short memory
2 Self Registry of Daily Oversights II Memory Exercise Short memory
Short memory, time orientation
3 Self Registry of Daily Oversights III Memory Exercise
and attention
4 Faces and Names I Memory Exercise Asociation Exercise
5 Faces and Names II Memory Exercise Asociation Exercise + Space

6 Number and Concepts Association I Memory Exercise
7 Number and Concepts Association II Memory Exercise
8 Images and Concepts Association Memory Exercise
9 List of words Grouping I Memory

10 List of words Grouping II Memory
11 “My Town. My house” Memory Exercise Space orientation
12 Attention and Visual Memory Memory Exercise
Reading Comprehension Exercise

13 Memory Exercise
and short term memory
14 Date Remembering Memory Exercise Long term memory
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 Game / training
Exercise / game /
30 Remembering numbers Memory
training
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Remembering names and faces: Exercise / game /

31 Memory
Photos training
Technique to improve the Memory by
32 Memory Exercise Attitude towards Life
Linking
33 ALTROCONSUMO
34 English for travelling Memory Training Inductive Reasoning
Memory / inductive Long term memory, logic
35 Incomplete Proverbs Exercise
reasoning deduction
Memory / inductive
36 Verbal Fluency I: Exercise Chain of Words
reasoning
Memory / inductive
37 Verbal Fluency II Exercise Words starting with…
reasoning
Memory / inductive
38 Verbal Fluency III Exercise Alfabetical Order
reasoning
Memory / inductive Incomplete Words. Logical
39 Verbal Fluency IV Exercise
reasoning Deduction
40 The towers of Hanoi. Memory Game Attention, visual-spatial
41 Entangled Objects Memory Game Attention, visual - spatial
42 Card Games Tournaments Memory Game
Memory / inductive
43 Cross word puzzle reasoning / Game / exercise none
processing
Memory / inductive
Imaginative, Reminding, Social
44 Play with the words reasoning / Game / exercise
and emotional
processing
Memory / inductive
Pc-program -many
45 University of third age Website reasoning / Other initiatives
opportunities
processing
Memory / inductive
Pc-program -many
46 ABC Pc. Website reasoning / Training
opportunities
processing
Memory / inductive
Pc-program -many
47 Meeting of generations reasoning / Training
opportunities
processing
Memory / inductive
Pc-program -many
48 UTW courses online reasoning / Other initiatives
opportunities
processing
Memory / inductive
Pc-program -many
49 Klub Seniora. Klub Senior reasoning / Training
opportunities
processing
Memory / inductive
Story telling /
50 Memory as Autobiography reasoning /
discussion group
processing
Memory / inductive
Attention, memory, observation,
51 Two in one reasoning / Game
logic
processing
Memory / inductive
Attention, memory, observation,
52 La Caixa. Club Estrella reasoning / Game
logic
processing
Memory / inductive
Exercise / game /
53 Learning English with BBC reasoning / Visualization
training
processing
Memory / inductive
Imaginative, reminding Social
54 Music reasoning / Exercise / training
and Emotional
processing
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Memory / inductive
Short and long term memory /
55 Memory box reasoning / Workshop
Speak
processing
Memory / inductive
Short and long term memory /
56 The Old Town. Memory, mediation reasoning / Group / Individual
Speak
processing
Memory /
57 Memory dance Workshop Short and long term memory
concentration
Memory /
58 Fact sheets Concentration / Game / exercise
reasoning
Memory /
59 Combi questions Concentration / Game / exercise Language
reasoning
Memory /
60 Questions for reflecting Concentration / Game / exercise Language
reasoning
Memory / inductive
61 Seniores on line reasoning / Training Average
processing
Memory / inductive
62 TEKNOTRE – Istituto di Cultura reasoning / Training Average
processing
Memory / inductive
63 Unitre Universitá delle 3 etá reasoning / Training None
processing
Perception Senses /
64 Memorising pictures Memory Exercise
Concentration
65 Mind Fit Memory / Perception Pc-program / Planning
66 Perception training Memory / Processing Training Perception
MAT – Mentales Aktivierungs Exercise / game /
67 Memory / Processing Mental Activation Training
Training training
68 Recognition footsteps of animal Memory Exercise Recognition
Memory / Attitude Pc-program -many
69 TAI CHI Chuan Training
towards life opportunities
Memory / Attitude Pc-program -many
70 QiGONG Training
towards life opportunities
71 Memory none Training None
Memory / Attention, Pc-program -many
72 Happy Neuron: An American in Paris
Visual -spatial, a.s.o opportunities
INDUCTIVE REASONING
73 Word recognition Training Inductive reasoning Game Cognitive, linguistics spatial
Short term memory and
74 Repeated Words Inductive reasoning Exercise
maintained attention
75 Number Groups Inductive reasoning Exercise Attention, Mental calculation
Verbal fluency / Memory /
76 Attention Exercise I Inductive reasoning Exercise
Attention
77 Attention Exercise II Inductive reasoning Exercise Attention exercises
Spatial Imaginative / Social and
78 Creative thinking puzzles Inductive reasoning Game / exercise
emotional / Processing
PROCESSING
79 Rotaball Processing Exercise Visualisation
80 Labyrinth Processing Exercise Problem solution
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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
Reading comprehension / Short
97 Creativity Exercise Attention / Memory Exercise
Term Memory
Processing /
98 Concentration Test: Stroop Test Test / exercise
concentration
99 Shape counting Processing Game Visual - Spatial awareness
100 Visual reflection 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 What’s the opposite of…? Concentration Game / exercise Reasoning
109 What’s 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 Concentration Game / exercise Language
Completing word pairs, proverbs and
117 Concentration Game / exercise Language
phrases
118 Triangle Concentration Game / exercise Language / Reasoning
Concentration / visual Pc-program -many
119 Catch the ladybug
spatial / Attention opportunities
120 Split Words Concentration
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PERCEPTION
121 Corner perception Perception Game Perception
122 Picture puzzles Perception Game / exercise Senses concentration
123 Auditory exercises Perception Game / exercise Senses concentration
Senses Concentration / Motor
124 Touch exercises Perception Game / exercise
Activity
125 Smell exercises Perception Game / exercise
Activity
126 Taste exercises Perception Game / exercise
Activity
127 Shape dividing Spatial ability Game 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 Reflection Exercise Linguistic logical imaginative
Number’s box – La Scatola dei
132 None Game None
Numeri
133 Bingo – La Tombola None Game None
Pc-program -many
134 Senior’s e-Academy Training
opportunities
Pc-program -many
135 Magazine Factory
opportunities
Provide information about the plastic
136 Attitude towards Life Exercise
brain…
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COLLECTION OF BEST PRACTICES AND EXERCISES
MEMORY
1. SelfRegistry of Daily Oversights I

INSTRUCTIONS: Please, write down your daily oversights and lapses of concentration you had. If any of
them occurs several times a day, please put a cross each time it happens again.
There is a space for each day of the week where the main oversights and lapses of concentration can be
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 co-
Level 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 estimulación y mantenimiento cognitivo. Consejería de Sanidad.
Comunidad de Madrid. p.37
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2. SelfRegistry of Daily Oversights II

INSTRUCTIONS: Please, any time you have an oversight or lapse of concentration, just make a cross and
write down a short summary explaining what happened in the corresponding square (by day and type of
oversight).
The table is divided in the days of the week (Monday to Friday + Weekend) and from types of oversights
(1. I forgot what I was going to say; 2. I checked if I had already done something; 3. I forgot somebody’s
name; 4. I went to a place searching for something and I forgot what it was; 5. I didn’t find something; 6. I
forgot taking a medicine; 7. I forgot and appointment/errand; 8. Others: specify).

Primary Level of Mental Physical motor Psychological
Type
stimulation stimulation function functions functions
Memory Exercise Short memory low medium

no no no
Reading assessment

Any new
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
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3. SelfRegistry of Daily Oversights III

INSTRUCTIONS: Please, when you wake up, look at the calendar and the Saint of the day: try to memorise
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
shown in the table.

The table is divided in the days of the week (Monday to Friday) and different types of information and the
exact moment when they should be written down (Oversights and confusions of the day – when they
occur; Important event of the day – at night; Saint of the day – at night; Things to remember the following
day – at night; Date – at night).
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Primary Level of Physical motor Psychological
Type Mental function
stimulation stimulation functions functions
Short memory. Time
Memory Exercise low medium
Orientation

no no no
Reading assessment

Any new
to this
Medium. The final aim of this exercise is to reduce somehow the If frequently used can help to
automation of the activities in order to increase the attention and the no maintain an adequate time
elaboration of clues that will help later to remember what has been done. orientation

Source

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4. Faces and Names I: Association Exercise

INSTRUCTIONS: Association consists of linking in our brain a piece of information already stored and
available to a new piece of information.
Trainees will introduce themselves and the other trainees will have to think and write in each square who of
the people they know they remind them of (somebody who has the same name, somebody who has similar
aspect, famous people, etc…).
At the end of the session, the trainer must ask each trainee to repeat the name of the other trainees.

Memory exercise memory low high

Writing and Memory training by
no no no
Reading association

Any new ideas
Level of stimulation 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
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5. Faces and Names II: Association Exercises + Space Memory

INSTRUCTIONS: Please, design a little draft of the room where you are, with the tables and chairs (it is not
necessary that it is very exact or artistic). Then, please write down the name of the person who is sitting in
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/Her name sounds like…”, etc…).

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
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

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6. Number and Concepts Association I

INSTRUCTIONS: Please, write down under each number, something that you associate it to (e.g. your birth
date; socially important years; relevant dates, etc…).

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INSTRUCTIONS: Please, basing on the associations previously made, write down what the number
reminded you of …

memory exercise memory low high


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.
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7. Number and Concepts Association II

INSTRUCTIONS: Please read carefully the following text, later you will have to answer some questions.

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INSTRUCTIONS: Please answer the following questions about the text you just read.

Type

Writing and Memory training by
no no no
Reading association

Conclusions
stimulation to this
Medium. No

Source
Comunidad de Madrid. p.46-47
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8. Images and Concepts Association

INSTRUCTIONS: Please, look carefully at the following list of words and try to link the words from the two
columns. Then fold the paper in half and write in the lower part the words that are missing.

Type

Pc. Level of Level of English or other Ability to co-
Other
literacy literacy foreign language operate
Writing and Memory training by association.
no no no
Reading Association capacity assessment

Conclusions
stimulation to this
Medium. No

Source
Comunidad de Madrid. p. 48
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9. List of Words Grouping I

INSTRUCTIONS: Please, fold the paper in half. Look carefully to the list of words. How many words can
you remind?
Please, write the words you can remind in the other half of the page.
For each correct answer, you will obtain on point.

Type

Other
Writing and Memory training by grouping. Grouping
no no no
Reading capacity assessment

Conclusions
stimulation to this
Medium. No

Source

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10. List of Words Grouping II

INSTRUCTIONS: Please, look carefully to the list of words and classify them according to the following
groups (Profession, Animals, Food, Furniture, and Means of Transport).

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Now, try to remember the words of the list.
For each correct word you will obtain one point.

Type

Other
Writing and Memory training by grouping. Grouping
no no no
Reading capacity assessment

Conclusions
stimulation to this
Medium. No

Source

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11. My Town. My House.

INSTRUCTIONS: In the following square, please design at bird’s eye view your city or your neighbourhood,
writing down the name of the shops or those places where your friends and family live.
MY HOUSE –

Memory
memory Exercise low high
Space orientation


Level of stimulation Any new ideas related to this Conclusions
high No It promotes cognitive stimulation and maintenance

Source
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12. Attention and Visual Memory Exercises

INSTRUCTIONS: Please, look carefully at the design on the left and, without looking, tray to copy it by
heart on the right side of the paper.

attention
visual memory

Writing and Visual Memory
no no no
Reading Assessment


Source

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13. Reading Comprehension Exercises and Short Term Memory

INSTRUCTIONS: Please, read the following text and, without looking at it again, answer the questions at
the end.

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1. What is the name of the relatives of the main character of the story?
2. What presents wants to make the main character to his/her relatives?
3. How much money does he think he will win?
4. Who phoned him?
5. What was the telephone call about?

Primary Physical motor Psychological
stimulation functions functions
Attention. Visual memory. Reading
comprehension. Short term memory

Writing and Short term
no no no
Reading Assessment


Source
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14. Date Remembering: Long Term Memory

INSTRUCTIONS: Please, write the dates and events we ask for in the following list (Your birth date, Your
children’s birthdays, 1975, The first walk on the Moon, etc…).

Long Term Memory
memory exercise low high
Stimulation


Medium. No It promotes cognitive stimulation and maintenance

Source

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15. MemoryXLMemory Trainer

MemoryXL Europäische Gesellschaft zur Förderung des Gedächtnisses e. V.
(European Association for Memory Promotion, registered association)
The following information is based on the organisation’s presentation on its
website.1

MemoryXL is a non‐profit association dedicated to memory training, memory sports e mnemo‐techniques.
It offers a memory trainer for free download (view 26 February 2009). The association cooperates with
the Ministries of Education of the Federal States in order to support the education of school memory
trainers offering seminars on memorisation and learning techniques.

Teachers who participate in seminars get for free the training materials. Teachers get also work sheets
and exercises which they can copy for the students. The reader can also find on the homepage interesting
information about memory and brain, training and memory competitions as well as a list of recommended
literature for further reading.

The MemoryXL‐Memory Trainer offers computer based training. Once downloaded, it can be used offline.
The Module offers various training facilities: memorizing figures, terms, text, names and faces, playing
cards or historical dates.

The user can chose between different training levels.
The training offer is free. Download:
http://www.memoryxl.de/_cms/tipps‐der‐meister/memoryxl‐gedaechtnistrainer‐8.html
MemoryXL e.V. is a non‐profit association. Financing is mainly by bounties. Therefore, users are asked to
support the association by giving a contribution.

Memory Exercise training memory

Other
Social contact with other international
low Variable No required optional
learners in blogs etc. possible

Any new
to this
Focus on memory training, Focus on memory training, memory sports e mnemo-techniques. Organizes
memory sports e mnemo- seminars also for teachers to support the education of school memory
techniques trainers offering seminars on memorisation and learning techniques

Source
www.memoryxl.de

1 http://www.memoryxl.de/
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16. Putting words in order

Primary Stimulation Type Mental function Physical motor Psychological
functions functions
Memory Game average average average
Exercise

PC Level of Level of English or other Ability to co- Other
yes yes no no YES good visual abilities


Source
http://www.altroconsumo.it/prova-memoria/

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17. Counting images

Physical motor Psychological
Primary Stimulation Type Mental function
functions functions
Exercise

PC Level of Level of English or other Ability to co-
Other


Source

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18. Completing words

functions functions
Exercise

Other


Source

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19. Remembering words I

functions functions
Exercise

Other


Source

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20. Remembering words II

functions functions
Exercise

Other


Source

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21. Remembering words III

functions functions
Exercise

Other


Source

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22. Remembering images

functions functions
Exercise

Other


Source

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23. Reading and remembering

functions functions
Exercise

Other


Source

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24. Remembering series of numbers

functions functions
Exercise

Other


Source

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25. Naming images

functions functions
Exercise

Other


Source

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26. Method of Loci
This memory method dates back to the time of Ancient Greek and is based on location and imagination /
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
(memory for where things are) is usually much better that any other. For example if we are asked how
many espresso cups we posses, we normally scan through our kitchen cupboard (our own visual route).
This method of loci takes advantage of this natural tendency. By the way, it is used by most memory
champions to achieve seemingly miraculous feats of memory.
This is how this quick‐win memory techniques works:
First one chooses a well known route, then in our imagination we link the objects we want to remember to
places along the route (they do not have to fit there!). The places one want to select might be on our route
to work or in our home:
The entrance, the hallway, the kitchen … or the pavement outside, the street corner, the grocer’s shop etc.
The advantage of using this route is that one can select as many points and spots along the way as things
one want to memorize.
Secondly, we now link the items to remember to the places on our route with as clear an image as we
possibly can.
Let’s imagine one has to remember things to do for the grandson’s birthday: write a speech, buy flowers,
bake a cake, … for writing this speech he or she could imagine herself / himself sitting on the floor in the
entrance door with a piece of paper and a pencil in the hand. For buying the flowers, he or she can imagine
the stairs, ‐ they then would be nicely decorated all over and it would smell just wonderfully! … And so on.
Once one has these images, one makes sure to fix them firmly in the head by going through the journey,
checking the items in their places on the way. When he or she wishes to use these location tags, they have
to make sure they associated the item or object that need memorizing as vividly as possible. They should
get all of their senses on board, since the more alive the image is, the easier it will be to cement it in their
memory.
The clue here is that the series of locations in the mind are used as memory tags. Once one is familiar with
the location tags, they are to be used as much as possible (practice to get familiar with the technique,
regular training – it soon becomes second nature).
We can start the exercise with 10 items (according to the ability of the group) and slowly raise the number
to 16 or 20 even more …. To introduce this technique of loci the trainer could also start with a tour by
taking the participants on a real walk. Here I sometimes take a few pictures with me (for example memory
cards, postcards etc) and post them in different places on our route.
Let’s make an example and start on the trainer’s desk. Here we all associate the little monkey; then we go
to the door and post the Baobab tree … Important!: at each spot on a first training session we would talk
about how we could associate the item to remember with the location, then after some practice, we walk
and post but would only use our imagination silently – each participant by his or her own. Then
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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 trainer’s desk) in their
imagination … ideally they should then remember the little monkey, and so on…
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
easily but also memorize extra information like the color of the monkey, the shape of the Baobab tree, its
background etc.
Did you – in connection with your collection work – get any new ideas for material ‐ not yet existing but to
be developed? Would be interesting to create something for blended learning I created some slides for my
power point presentation / memory training which I copy here:

Gedächtnistraining Gedächtnistraining
LOCI Methode LOCI Methode
© ARIADNE Hess © ARIADNE Hess

2009 2009

Gedächtnistraining
Gedächtnistraining
LOCI Methode

2009

2009

58 of 230

Psychological
Primary Stimulation Type Mental function Physical motor functions
functions
Game
Memory
training

Level of English
Ability to co-
PC literacy Level of literacy or other foreign Other
operate
language
Depending on the method Depending on the method
(blended or e-learning?) (blended or e-learning?)

Any new ideas related to
this
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/
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27. Hide and Reveal the Puzzle
By practising remembering information of various types you can improve your ability to remember and to
recall information at speed.
These memory pattern puzzles test your ability to learn and remember a pattern at speed and the relation
of filled cells to empty cells.
Study the pattern below for ten seconds. After that time, Hide the Puzzle and then give yourself a minute
to draw the pattern as accurately as you can on a piece of paper. Once the time is up, Reveal the puzzle and
see how well you did.

x x x

x x x
x x
If you find this puzzle tough the first time you do it, don't worry ‐ most people do. However with practice
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.

Memory Exercise Memory Low none

Level of English or other Ability to co-
Pc. literacy Level of literacy Other
foreign language operate
no none none none

this
Using simple filled/ unfilled squares could be
Show cards and templates
Low, stimulus-recall. Short term memory. useful for people with low levels of vision, and
would be easy to make
with reading/writing/speaking difficulties

Source
http://www.braintrainingpuzzle.co.uk/memory-training.php

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28. Memory Calendar

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Primary stimulation Type Mental function
functions functions
Memory Exercise Memory Low Low

Optional (can be
High Low None
online or on paper)

We could do something similar,
High, particularly if combined with possibly related to daily life. Week
Really difficult!
mnemonic training holiday diary with the Grandchildren for
example.

Source
Perfect Brain Training; All you need to boost your brainpower’ by Phillip j Carter. 2009 Random House Books, London.

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29. Memory Test

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Game
Memory Memory Low Low
Training

Optional (can be online or on
Moderate Law None
paper)

High, as long as the person is e.g.
Easy to create. Can be made social by This type of game need to be twinned
making a story about the fruits.
asking the participants to tell each with effective advice on using
Stimulates the imagination and story
others stories. mnemonics to get best results.
telling.

Source
Gareth Moore (2006 Michael o’ Mara Books Limited

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30. Remembering numbers
The idea is to link each number to a memorable image with a similar shape to the number. Of course, the
participants are free to choose their own image but to start practicing this technique it is useful to agree
on a set that are firmly set up in their mind. For example they could use the one I usually suggest to my
group:
MH1
Gedächtnistraining
© ARIADNE Hess

2009
Now if one wants to remember the number one, he or she imagines a candle, and for number 2, he or she
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, for example.
I usually ask the participants to learn these number tags by heart and then I tell them 10 things for their
to‐do‐list for the following day. But instead of writing it down in their agenda they now try to memorize
with this technique.
So I list 10 dates (meetings, rendezvous, appointment with the hair dresser, booking their holiday in
Rome, calling back the brother in law because of the art exceptions in town etc.) We normally try to find a
link between the various tasks and the number tag together (just to get used to the technique). Then the
participants try to write down this task list as detailed as possible – and in the correct order – using this
technique.
Conclusion / Comments
From my experience most participants have a huge motivation to learn this technique – it is fun as well,
because of the surreal stories! Usually they are very surprised how much they can remember if they use
these number tags!
At first it might feel like it’s taking longer to remember things. Once they get into the habit of using this
technique though, it will take them far less time to memorize what they want to memorize – and of course
it will be far easier to recall the information and be more successful!
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Psychological
Primary Stimulation Type Mental function Physical motor functions
functions
game
Memory
exercise yes
Training

Level of English
Ability to co-
PC literacy Level of literacy or other foreign Other
operate
language
Depending on the method - Depending on the method
(blended or e-learning?) (blended or e-learning?)


Source

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31. Remembering names and faces: Photos
In the first place one has to make sure that he or she gets the name of the person they are being
introduced to properly. So if they do not hear the name clearly they should learn to ask to repeat it and
then say it back to the person to help it stick to their memory. After this introducing the person should use
the name in conversation as often as they feel comfortable.
Secondly, they then could create vivid mental images and make a strong enough association. So as they
listen to the name, they should try to find a visual link between the person’s face and his or her name. So if
for instance the woman’s name is White and her face color is rather pale, the link is obvious. But if there is
no obvious link, they need to use their imagination and creativity to make one. Of course it does not have
to be right or logical or even flattering, because the more absurd, and therefore memorable, the better. For
example one can create a quick cartoon image of the person he or she has just been introduced to and
exaggerate distinctive features (big mouth, long neck, small eyes etc.). Then one should try to find a link
between the feature and name. We simply combine the face and name into a memorable image.
With practice this technique becomes second nature and one can find useful links in a second.
This is how we can practice the method:
This technique can easily be trained: just cut different pictures of faces from a magazine and give each
participants one picture (or one for a couple). Stick a “post‐it” on the picture and ask the participants to
find a name for his or her picture (they could also add a profession or a hobby to it.). Then they should
memorize it and hand their picture with the name tag to his or her neighbor (clockwise) –and so on. Until
everybody has memorized any face and name on the pictures.
The trainer then collects the pictures and takes the post‐it with the names from the front to the back of the
picture (so the group cannot see it). Finally we all imagine working at the reception in a big hotel and our
guests (the persons on the pictures) arrive. Of course, by now, everybody can greet them with their name!
Did you – in connection with your collection work – get any new ideas for material ‐ not yet existing but to
be developed?
Would be interesting to create something for blended learning …
I created some slides for my power point presentation / memory training which I copy here:

MH1
Gedächtnistraining
Gedächtnistraining
Personengedächtnis
So merke ich mir Namen und Gesichter …
• Wahrnehmung – Begrüssung – Aufmerksamkeit Frau Keiko Fuji

• auffallendes Merkmal suchen
• Namen verbildern
• verbinden

2009

2009
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In my courses I usually start practicing this method with the group member’s names – in a blended
session participants could post their photo online in a special forum and everybody could learn each
other’s name by using this method.
To help explaining this method we could well be using our own names and pictures (the one of the
MindWellness partners which makes it more difficult as they are foreign names.).
Conclusion / Comments
From my experience most participants have a huge motivation to learn this technique.

Level of Physical motor Psychological
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 Ability to co-operate Other
language
- Depending on the
(reading complex texts, writing)
method (blended or e- NO BUT IT IS
- Depending on the method no
learning?) STIMULATED
(blended or e-learning?)


Source
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32. Technique to improve the memory by linking

Many of these techniques have in common that they work by linking the thing to be remembered to some
other idea. We also should keep in mind that our brain works best if those connections have meaning. An
event or fact that has a special meaning to the person is encoded far more powerfully than without. This is
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
something in context, or linked to another idea. This also provides a hook or a tag for our memory. 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
participants could improve their ability to remember dramatically (it is said up to 50%!) if they use this
combination of association, vibrancy and imagination.
In my courses we would first collect principles of mnemonics / association techniques together (e.g. ideas
that are spontaneous, lively, in movement etc.). They also find information in their course material.
Secondly we would practice: normally I would give the group 5 pairs of words (they do not have anything
in common) and the participants’ task is now to find a memorable association. In this stage we would tell
each other the ideas aloud – also to get inspired by each other’s ideas (usually this is quite fun!). After that
the group is given a set of 2 pictures (Power Point Presentation), they have to combine by using the
principles of mnemonics.
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,
partner B home appliances, he or she writes down one on each card. The cards have also to be numbered
from 1 to 12 (because of the order). Then the couple tries to find a memorable link between their two
items on their first card, another one for the second and so on … until all 12 cards have been combined.
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
partner’s set and say it aloud (without telling his or her own first card – because this way both partners
can cheque what they were able to remember.) They now go through all their cards, always trying to
remember the partner’s associated card. For example, let’s take my first card being “spoon” and my
partner’s first card “teacher”. Our task would be to combine these two items to a memorable story /
image. We could think of a teacher feeding his students knowledge with a huge spoon. My partner and I
would talk about our various ideas and each picks an imagination that suits him or her best. In this
manner we would both go through all our cards. By the time we have linked every 12 cards, I would take
all my cards and look at my fist one. I would read “spoon” but wouldn’t tell it to my partner. Anyway, I
would remember “teacher” because of the funny picture I created in my mind and tell “teacher” to my
partner. He or she cheques or corrects and tells the name of my first card “spoon” and so on …
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The hole game runs about 15 minutes (it is worth discussing the experiences the participants have made
while playing this game afterwards …!)
Of course we can also change the articles, like for example partner A writes down “stars or celebrities” and
partner B collects “dishes or meals”. So there is “Roger Federer” with “Pizza Napoli” or “Einstein” with
“Spring Roll” and so on …
Primary Stimulation Level of stimulation Mental function Physical motor functions Psychological functions
Game
Memory
Training Average Average Average
Exercise
Level of English or Ability to co-

PC literacy Level of literacy Other
other foreign language operate
Depending on the method Depending on the method Attitude
Basic Level Yes
(blended or e-learning?) (blended or e-learning?) towards life
Source
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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, freedom of expression and association, representation, environment. The
main areas of activities of the association are:
Information
Protection
Representation
Relation with the Media

In 2006 Altroconsumo developed an online test with 10 exercises to test, maintain and develop memory in
different ages.
The exercises in the test are related to auditive and visual attention, concentration and other abilities.
They have been tested as tool for diagnosis or to stimulate cognitive abilities.
For each example please take into consideration, categorize and make remarks about the following:

Method
Online test with 10 following memory exercises:
1. Naming images 6. Remembering words 2
2. Remembering series of numbers 7. Remembering words 3
3. Reading and remembering 8. Completing words
4. Remembering images 9. Counting images
5. Remembering words 10. Putting words in order
The test last around 30 minutes and it gives a grade and it gives feedback and tips to the user according to
the result.

Primary Stimulation Type Mental function Physical motor functions Psychological functions
Exercise

PC Level of Level of English or other foreign Ability to co-
Other
literacy literacy language operate
YES good visual
yes yes no no
abilities


Source
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34. English for travelling
Club 3ndy (cultural aggregation club) ‐ C.so Arimondi, 6/A ‐ 10129 TORINO Italy ‐ tel. +39 011 509.62.54
‐ E‐mail: info@3ndyclub.it www.3ndyclub.it

Club 3ndy is a cultural and leisure club born by the University of 3rd Age, and other local organisations,
promote activities for adults (mental activities – courses, social activities etc… ‐, physical activities –
bicycle tours, sailing boat courses and travels, etc ‐) .

Description: Course of English conversation based on practical conversation useful for travelling. After
the course a travel is organized in an Anglo‐Saxon country. The participants have to participate actively,
working in group and participate to the conversation.

The target group is stimulated to participate because it is useful for communication and for traveling in a
more independent way. The motivation is very important.

functions functions
Memory average average average
Training
Inductive reasoning

Other
attitude towards life
No no BASIC LEVEL yes


Source
info@3ndyclub.it www.3ndyclub.it

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35. Incomplete proverbs.

INSTRUCTIONS: Please, complete the following proverbs putting the vowels that are missing (if you don’t
know any of them, please try to fulfil it finding some sense for the phrase).
All the proverbs begin by the letter “A”.

Long Term
Memory
Memory
Inductive exercise low high
Stimulation
reasoning
Logic Deduction

Level of English or
Ability to
Pc. literacy Level of literacy other foreign Other
co-operate
language
Writing and
no no no
Reading

It promotes cognitive stimulation and
Medium. No
maintenance

Source
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36. Verbal Fluency I: Chain of Words

INSTRUCTIONS: Please, write down one 8 letter word after another linking them by the last syllable

Memory
Inductive exercise Verbal Fluency low high
reasoning

Level of English or
Ability to
co-operate
language
Writing and
no no no
Reading

Medium. No
maintenance

Source
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37. Verbal Fluency II

INSTRUCTIONS: Please, write as many words as you can that start by the following syllables…

Memory
Inductive exercise Verbal Fluency low high
reasoning

Level of English or
Ability to
co-operate
language
Writing and
no no no
Reading

Medium. No
maintenance

Source
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38. Verbal Fluency III

INSTRUCTIONS: Please, write the following words in alphabetical order in the column on the right

Memory
Verbal Fluency
Inductive exercise low high
memory
reasoning

Level of English or other
Pc. literacy Level of literacy Ability to co-operate Other
foreign language
Writing and
no no no
Reading

Medium. No
maintenance

Source
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39. Verbal Fluency IV: Incomplete Words

INSTRUCTIONS: Try to find the hidden words. Please, put only one letter by space. All the words correspond
to animals

Memory Verbal Fluency
Inductive exercise Memory low high
reasoning Logical deduction

Level of English or other foreign
language

Medium. No
maintenance

Source

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40. The Towers of Hanoi
Game Description
Before you try to figure out how the Egyptians built the pyramids, try out your problem‐solving skills with
this game. In this game, you must configure coloured rings on a series of pegs in order to match a target.
You can move the top‐most ring on each peg to another peg, but you can only move one ring at a time and
you can never put a larger ring on top of a smaller ring. From time to time, a given peg may not hold any
rings: you may move any available ring you like on to an open space.
Cognitive Function Exercised
This game requires problem‐solving skills that call on the brain's executive functions. You must define a
strategy to reach a desired outcome, calculate the right moves to reach the solution in the shortest
possible time, and remember the rules of the exercise. Training in this kind of thinking is helpful as a guide
to use in other problem‐solving situations. The area of the brain at play is the pre‐frontal cortex, the
anterior portion of the frontal lobe important for the "higher cognitive functions" and the determination of
personality.
Benefits to Daily Life
You use your executive functions when managing your time, planning a presentation or a pairing menu,
outlining a report or even taking care of several children simultaneously.   In every day activities, we
must often develop a strategy to solve a problem. Developing the strategy involves analysis of the goal to
be reached, analysis of the action steps needed, as well as any constraints that may block attainment of the
goal. Along the way, we must evaluate obstacles, choose among methods for evaluating various decision
paths, and compare the effects and trade‐offs of each possible move. Sometimes, solutions to problems are
readily available but we have to figure out a winning strategy and specific action steps ourselves.
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41. Entangled Objects
Game Description
In this game, you see three entangled objects, like flowers, fruit, animals, geometrical figures, or amoebas,
which taken together make up a more complex figure. These three entangled graphical objects are
compared to a multiple choice of similar or different objects that are possible components of the complex
entangled figure. You must choose the one that is part of the entangled figure.
To choose the correct object, you must mentally disentangle the complex figure into its component parts.
This task is easier with identifiable objects or geometrical figures, but it is harder with abstract figures. An
object seen in its typical context is more easily recognized than one that is isolated. One way to figure out
the different components is to look carefully at the separate elements and then mentally visualize them
together into one figure.
Identification is easier when the figures are meaningful (objects, geometrical figures), so details are more
relevant than the analysis of the whole figure. However, recognition will be more difficult with abstract
figures. Naturally, such a complex task takes great concentration.
This exercise trains you to spot the identifying characteristics of an object, store them in working memory,
and then transform the details into a whole by visualizing it in your mind and holding it there while
accomplishing the same tasks for the other objects. The game trains your visual and spatial skills and your
working memory.
When you look at something, you usually recognize it easily because you match what you see with the
image stored in your long‐term 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
each time we try to separate figure from ground in a visual display, visualize ways to redecorate a room or
even analyze patterns of traffic when driving.
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Memory
Processing Attention
Memory game Language medium high
Inductive Executive
Visual-spatial

foreign language
Mental activity
yes Writing and Reading yes no
training

high No It is scientifically developed and validated

Source
www.happy-neuron.com

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42. Card Games Tournaments and Board Games Workshops

Board and card games help developing and maintaining a wide range of abilities. The simple manipulation
of game pieces facilitate social interaction: through sensorial experience (touching wood or plastic pieces,
watching bright colours, moving pieces, throwing the dice, etc.) the elderly establishes again a relation
with objects and strengthen his/her perception of spaces and time. Imagining the consequences of one’s
own actions in relation to others’, imagining the opponent’s strategy and adapting to it: all this means
formulating hypothesis, using logical abilities. In this manner the elderly keeps reasoning on causes and
effects, notion of numbers and sums, recognition of colours, understanding of space.
Card games are also rooted in the culture of individuals and groups, playing these games means being able
to keep contact with elements of personal identity.

Processing
Memory game Yes Average Yes
Inductive

foreign language
Mental activity
No No No Yes
training

high No It is scientifically developed and validated

Source
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43. Crossword Puzzle. ( will be added)

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

Primary Level of Mental Physical motor
stimulation Type Psychological functions
stimulation function functions
Memory,
Inductive Can be Game
Reasoning and Exercises
Processing

Level of English or
Pc. Ability to
Level of literacy other foreign Other
literacy co-operate
language
Are there in connection with the activity
any requirements to: there can be
Reading complex
very different forms as in Estonian or other
texts, writing
languages and it can be paper version but
it also can be in computer


Source
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44. Play with the words
There is a leader of the group – who helps and supports the activities.
The group will choose the conversation peace and agree the rules: f. e: today we will start with the words
of animals and I start with the elephant (gives short overview of the activities what elephant is doing and
describes what is characteristic to the elephant). Mind activity can be combined or not with the physical
activity. Then the next parson from the group must name next animal and the animals name must start
with the last word of the last letter of the previous animal. (Remind, keep in a memory, analyse.
This game is valuable in all age groups. For elderly who have difficulties with memory – special pictures of
animals can be used (to help memorising).

Type
Can be different;
High, such games depends what group
imaginative,
Memory are really useful at of words is used (f. e.
Game reminding,
Inductive breaking people of if the animals – then High
Exercise social and
reasoning their routines of with the name can be
emotional
thought also activity added)

no variable variable optional

High, such games are really useful at Different word groups can be used:
Creativity of the group is valued. Can
breaking people of their routines of flowers, trees, town ect. be use in small or also in big groups
thought

Source
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45. University of the 3rd Age Website

Memory inductive
reasoning Training yes yes
Processing

Level of English or other Ability to
foreign language co-operate
yes yes Attitude towards life


Source
In the framework of postgraduate studies at Gdansk University of Technology “ICT in vocational training

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46. ABC Pc. Website

functions functions
Memory
Training
Inductive reasoning

yes yes

high

Source
ABC PC

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47. Meeting of Generations




Source
Meeting with generations

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48. UTW Courses OnLine

Memory inductive
reasoning Training yes yes
Processing

yes yes Attitude towards life


Source
“UTW courses online”

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49. Klub Seniora. Klub Senior

Memory Inductive
reasoning training yes yes yes
processing

some some Attitude to life

high

Source
Meeting with computers for retired people at Gdansk University of Technology

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50. Memory as autobiography

This project was created as response to the need of “maintaining” the essential mental function of
memory, as a direct reflection of the ability to order in time and space happenings of the life of the elderly.
This means finding the appropriate means and contexts to ”recreate” past experiences linking directly
what the individual has been and keeps being, and as a result of this link, to live at present time his or her
condition which has its own history, characteristics and unique identity. The “Memory” project aims at
empowering the elderly following a holistic approach through the practice of autobiography. Tools used
are photo slides shows, movies, music, storytelling, drawings, walks in the neighbourhood, and creation of
newsletters. During this project CEMEA has collected a very large number of information about:

Childhood in Torino in the early ’900
Work and family
The chaos of war and reconstructed collective memory
Leisure time and the boom years
The main objective is to give voice to a daily collective history with a strong cultural and anthropological
value.
The activity has also been used to produce information material on the life of the elderly,
intergenerational meetings (e.g. in schools) photos shows and meetings.

Mental Physical motor Psychological
Primary Stimulation Type
function functions functions
Memory
Inductive reasoning story telling and yes no yes
Processing discussion groups

Level of English or
PC Level of
other foreign Ability to co-operate Other
literacy literacy
language
YES during discussion
groups and preparation of positive attitude towards life
no no no
exhibitions


Source
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51. Two in One
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The software can be tested in a demo available in MindFit Website.
www.e‐mindfitness.com

Short term and long term memory
Processing
Visual and hearing memory
Memory
Working memory
Inductive game medium high
Divided attention
reasoning
Tasks planning
attention
Decisions making

Level of English or
Ability to
co-operate
language
Writing and
yes yes no Mental activity training
Reading

It is not necessarily addressed to elderly
high No people; it can be used by any group age
capable of using a computer.

Source
www.e-mindfitness.com

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52. La Caixa. Club Estrella
La Caixa is a savings bank with social and non for profit orientation. With its activities, La Caixa
contributes to territorial development by avoiding financial exclusion, promoting saving and investment
and developing charitable work for the benefit of the citizens.
Among its activities, La Caixa counts with a specific programme addressed to elderly people which
includes different types of activities: seminars, conferences, library, computers, etc…
In relation to brain training, La Caixa Website hosts an on‐line game for exercising mental activities:
The on‐line game offers different possibilities for exercising the brain:
a) Memory games
b) Logic games
c) Observation games
d) Solitaire games

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a) MEMORY GAMES
b) LOGIC GAMES
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c) OBSERVATION GAMES
d) SOLITAIRE GAMES

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Processing
attention
Memory
memory
Inductive game medium high
observation
reasoning
logic
observation

Level of English or
Ability to
co-operate
language
Writing and
yes no no Mental activity training
Reading

It is not necessarily addressed to elderly
high No people; it can be used by any group age
capable of using a computer.

Source
http://portal.lacaixa.es/clubestrella/juegos_es.html
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53. Learning English with BBC
(Or other language training offers)
Language learning is one of the best ways to keep the brain fit. What it distinguishes from other ways of
training is the usefulness of the training. We get something what we can use in practise – for our next
travel abroad, for making friends in other countries, for reading journals and books in foreign language.
There are many people who do not like to make sudoku or other exercises. They are manly moved by
“usefulness” of their acting (and learning).
There are many ways for language training (which is training the brain at the same time). It depends on
the external circumstances (mobility, reachability) or personal capabilities and interests, which offer I
chose: self learning course from the library, evening classes at the Adult learning centre, blended learning
offer from a training centre…).
This good practise refers to an offer which is attractive, has a high quality standard and allows both:
training and social contacts via internet.
Easy to use, funny, free, recommended if usefulness motive is important, scientifically proved effects,
different challenge levels.

functions functions
Processing Game
Memory Exercise visualization none none
Inductive reasoning training

Social contact with other
low Variable Variable optional international learners in blogs
etc. possible

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/
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54. Music
There is a leader and group of people. The leader has 6 different songs (or other type of music) and the
same time she/he has cards with the numbers (same amount as songs). The people taking numbers try to
remember the song, what they heard before, or words from the song or author.
The same play can be also used with the activities of hands (clapping or showing activities described in
the song)
Also the numbers can be used to order the song what was the favorite.
This and material below Anne has bring from the refreshing courses to Alzheimer disease patient nursing
from Finland.
They also suggested to these patients pictures from the persons life to remember things, names, and
activities; pictures with different colors to describe emotions.

Can be different;
Memory depends what group of
imaginative, words is used (f. e. if the
Inductive Exercise
reminding, social animals – then with the High
Processing’ Training
and emotional name can be also
Remind
activity added)

NO Variable. Variable. optional

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

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

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55. Memory box
Target group and objective:
The purpose of the memory box is to find a new approach for helping Danish senior citizens (60+) as well
as persons suffering from a beginning stage of dementia to stimulate and recall memories from their lives.
This process is facilitated in this manner, as the items of the box will bring back associations from the past.
In short, the concept includes the use of boxes and suitcases, each containing 40‐60 items, for the user to
see, which leads to a succeeding trip down memory lane.
Contents:
The contents of such a Memory box are old, historic items, divided into themes that are continuously
updated. The following is an abstract of themes used in so‐called “theme boxes”:
1. The Royal family
2. The German occupation
3. My years of military service
4. Farmer life
5. Myths, superstition and wise people
6. Navigation
7. The 1950’s and 60’s.
8. Childhood and play
9. Family events
Some examples of actual items in a memory box are:
1. A scrap album
2. A wooden doll
3. A photography
4. A boot
5. A little boat made from lead
6. A plastic container with Brio blocks from the 1940’s
7. A green hopscotch stone.

Psychological
Primary stimulation Type Mental function Physical motor functions
functions



Source
http://www.sfi.dk/Default.aspx?ID=15

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56. The Old Town: Memory mediation
(”Erindringsformidling”) in ”the Old Town” in Aarhus

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
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.




Source
Henning Lindberg, “The Old Town”, Aarhus
”Den Gamle By – erindringen” (”The Old Town – Memory”)
”Nyhedsbrev 2 – november 2006 ” (Newsletter no. 2)

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57. Memory dance
Another Danish initiative in relations to MindWellness is the so‐called memory dance.
In many cases elderly is often connected to a reduced ability to learn new things, where as general
knowledge and knowledge acquired in childhood at school will remain intact much longer. Therefore,
these “memory resources” from childhood combined with the physical skills make dancing a highly
appropriate for senior citizens.

Contents and target group:
The concept begins with teaching in relations to dementia and communication tools for the staff, followed
by an agreed amount of dancing lessons, each of the duration of one hour in cooperation with professional
instructors. The target group of this activity is senior citizens suffering from dementia. The dementia
consultant is the promoter as well as the mediator between nursing homes and dance instructors.

Source: Annette Johansen, “The Danish Knowledge Centre on Ageing”,




Source
Annette Johansen, “The Danish Knowledge Centre of Ageing”
http: //www.aeldreviden.dk/

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58. Fact Sheets

Name / Exercise
Fact Sheets. In German „Stecker“ deriving from „Steckbrief“ warrants of apprehension

Activity Description
Exciting descriptions – seeking traces by association
Here you have to guess persons or objects, sometimes also events, by getting some clues that describe the
questioned item. The first hint is very difficult, but still a clear indication. By reading the other references
the solution gets clearer and easier. But there is only one solution.
If you can’t find the solution immediately it’s not a problem, but even desirable, because then you have to
start a more intense information processing. After some time of reflecting and repeated reading you can
look up the solution. If you reflect the hints again knowing the answer you may experience light‐bulb
moments…

Example
Who is it?
a) The person is a universal genius as regards engineering and arts, in art history he/she’s named
after the town where she/he was born
b) Rome, Florence and Milan were the centres of his/her activity.
c) He reached a position that nowadays would be called minister of defence.
d) His/her most famous painting is not in his home country but in the Louvre in Paris.
e) One of his paintings illustrates a situation described in the New Testament with 13 people at a
table.

What is it for?
What are the effects of dealing with these fact sheets?
By thinking over the different references coming from various thematic subjects, you require your
concentration, association and also the word‐finding gets encouraged. By looking for the solution in
different directions the variety of your thinking and free associating is practised. Associations shall be able
to “swing back and forth”.
Compared to the question games that are described above for which you primarily need short
concentration for these exercises you rather need target oriented permanent concentration.

Memory,
Transfers to daily life:
Concentration and Exercise - Game
Finding words
reasoning

No No no

It’s 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

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59. Combi Questions

Finding words with the same initial letters

This is a variation of the questions described above. The questions here can be answered with one word,
that all start with the same letter. So, if you know the answer to one out of a complex of questions you
automatically know the initial of all other answers.

With these kind of puzzles you’re practising especially concentration, word‐finding and reproduction.

functions functions
Memory, Concentration,
Exercise - Game
Language and Reasoning

Ready made exercise sheet
No No No
or Paper and Pen

Variable difficulty. Different questions
(difficulty, subjects, etc.)
groups)

Source

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60. Questions for reflecting


The point within these games is that you’re confronted with questions, coming from different subjects or
sections, which don’t have any connection so that a solution would be facilitated. Both the questions and
the answers shall arouse interest in the reader. This means, that they are not banal or just offer specific
knowledge but rather try make associations and connections between different fields of knowledge. It’s
not important that you already know the answer. It’s essential that you get interested or amazed and you
can find out new things. Especially questions that touch your emotions are suitable, as emotional matters
are processed and memorised in a better way than pure intellectual matters.
If a discussion or an extension of the problem within a conversation may arise it’s even more stimulative.
Comments and explanations within the answers shall stimulate the reader to further do some further
research. Therefore the use of encyclopaedias is much desired as the training will be even more effective if
the information processing is intensified and enhanced.

Examples:

How much could a human being weighing 70kg eat, if he would eat as much as a shrew proportionately to
it’s weight?

Why do we think that “green vegetables” are healthy?

What writing materials did the ancient Romans and Greeks use?

functions functions
Memory, Concentration,
Exercise - Game
Language and Reasoning

Ready made exercise sheet
No No No or Paper and Pen. Maybe a
lexicon to look up things

Variable difficulty. Different questions
(difficulty, subjects, etc.)
groups)

Source

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61. Seniores On Line
Club 3ndy
(Cultural Aggregation club) ‐ C.so Arimondi, 6/A ‐ 10129 TORINO Italy ‐ tel. +39 011 509.62.54 ‐ E‐mail:
info@3ndyclub.it www.3ndyclub.it
Club 3ndy is a cultural and leisure club born by the University of 3rd Age, and other local organisations,
promote activities for adult people (mental activities – courses, social activities etc… ‐, physical activities –
bicycle tours, sailing boat courses and travels, etc ‐).

Description:
Basic informatics and internet course for over 60 to lean using computer and internet in order to create a
virtual community. The course is very practical with exercitation on useful websites (bank, post,
institution, cultural activities, etc), house assistance, etc...
It is planned on the demand of the target group which is composed by people that for ageing reasons are
only now approaching the ICT instruments. The teachers are young people (students pre master degree or
already with master degree) of the Collegio Universitario di Torino R. Einaudi in order to create an
interesting intergenerational exchange.
For the teachers is a very good life experience: they have to learn to be teachers for the first time, and step
by step they learn that the approaches with the elderly people need a lot of patience and not very formal
training. Moreover doing this job, they learn more than what they expected because ”in some case they
become the students and the elderly people the teachers”.
For elderly people is very important the motivation: in the most cases they want to learn to use computer
and internet because the nephews are very smart with them and thy want to learn more about this.
Moreover the society is always speaking of”internet” ”online” and they want to be updated.
Through the intergenerational approach they learn more and in a better way.

High. Really useful for socialization; to be social included (and not excluded); Stimulation of cerebral
functions.
The training is offered by young people (students pre master degree or already with master degree of the
Collegio Universitario di Torino R. Einaudi): therefore the stimulation is guaranteed by an intergeneration
exchange.
The teachers change each two lessons; this method represents a good and positive stimulation for the
target group because they have to learn through different teaching approaches.

functions functions
Memory
average average average
Reasoning Training
Processing

Other
(reading NO. Dictionary with the most
Not necessary, positive attitude toward life and ability
No complex texts, frequently words used for
but It’ll be useful to interact with others
writing) computer was provided.


Source
www.3ndyclub.it

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62. TEKNOTRE – Istituto di Cultura
TEKNOTRE – Istituto di Cultura
Via P. Clotilde, 95/A ‐10144 Torino Italy ‐ Tel. e Fax 011.4376565 e‐mail: info@teknotre.org website
www.teknotre.org

Description:
TEKNOTRE is a no profit institution acting as local branch of UNI3 that provides training and education to
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 inter‐generational
dialogue as a tool for social inclusion and empowerment of the elderly, especially by developing their
scientific knowledge and technical skills.
Its members are mainly elderly (over 55/60) who are motivated in further developing their studies and
benefit from a space of independence and interaction with people with similar interests.
TEKNOTRE organises classes on several different subjects in order to provide a wide range of notions and
involving members actively according to their interests and learning needs.
All members can choose among disciplines on a fully voluntary basis, with no restrictions in terms of
formal education degrees or grades.
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
interaction and social integration of elderly.
The approach used in TEKNOTRE is mainly formal education (lectures and presentations) 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
around 2 hours, including socialization, a formal input, questions and answers.
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, especially during technical courses.
Most courses include a study visit, in fact TEKNOTRE aims at providing education, training and overcome
solitude and social exclusion through a space for leisure and interaction.

functions functions
Memory
Inductive reasoning Training average not required average
Processing

Level of English or
Level of Ability to co-
PC 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


Source
www.teknotre.org
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63. Associazione Nazionale delle Universitá della Terza Etá – UNITRE Universitá delle 3 etá

Corso Francia, 5 ‐ 10138 Torino Tel. +39 011.433.75.94 ‐ Fax +39 011.434.96.33
E‐mail: unitre@unitre.net
Description:
The University of the Third Age, is an important instrument for the provision of learning among adults,
especially for the over 50‐60s.
It was born in 1975, and it was signed UNITRE as University of the three ages of life, in order to involve
different aged people and not to isolate the elderly people.
All participants (teacher and organizer included) are volunteer.
The University of the Third Age starts from the assumption that it is the body which begins to age first.
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
dealing with the process of decline.
If we are able to remain – with continuity – ourselves, if in other words the time factor is substantially
neutralised through a state of mind which is stable and which continues to guide our daily lives (linking
together past, present and future), then the process of evolution/involution is therefore capable of being
“guided”, of being self‐regulated in terms of knowledge and emotions, and able to deal with the various
numerous problems of life.
The University organises several courses and activities in different local contexts, adapting its method to
the cultural and territorial background of beneficiaries.
Schedules and methods of classes are organised in order to ensure its accessibility, including evening
classes and combining vocational training with formal education methods.

The University of the third Age runs thematic learning courses and organises events which are designed to
educate, inform and enable its participants to develop an understanding of society and of the local
territory.
The training should be permanent, recurrent and renovating.
The programme is defined with the students.
Some courses are followed by experts (psychologists) in order to help the dialogue, the comprehension
and the common work.
The teachers are checked by the organizer in order to be sure that they are the right ones for the target
groups; sometimes are young people (i.e. for internet and computer courses) to have an intergenerational
interaction.

Method:
45min. speakers/teachers; 15 min. socialization; debate.
To learn for the mental and physical wellness; to socialize; to become a resource for the society (and not
to be excluded). It is important to stimulate the dialogue (also with the other generations): for the most
part of elderly people it is important to speak and tell about their history (memory).
Many people are participating to the University on the three ages because in their life they couldn’t study
as they want (in particular women). With this university they can realize a dream. It is also a good tool to
get through the solitude (for many people “the association gives them back their life”)

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Level of Physical motor Psychological
Memory they accept all they accept all
they accept all people
Inductive reasoning Training people without people without
without discrimination
Processing discrimination discrimination

Level of English or
PC literacy Level of literacy other foreign Ability to co-operate Other
language
NO BUT IT IS
no no no
STIMULATED


Source
Associazione Nazionale delle Universitá della Terza Etá – UNITRE Universitá delle 3 etá. www.unitre.net

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64. Memorising Pictures

Try to memorise these pictures as good as you can, so that you’re able to answer the questions on the next
page.

Page 2: (the picture is covered now):
- Which objects can you remember?
- Which objects were pictured more than once?
- Which objects were red? Which ones were yellow?
- What professions can you associate with these objects?

functions functions
Transfer to daily Life:
Perception and Senses, Memory
Exercise Memory for everyday
and Concentration
life (e.g.: shopping)

Ready made exercise sheet or
No No No Pictures (photos) / Real Objects.
Paper and Pen.

this
Variable difficulty. Different pictures, Pictures
referring to Topics,
group work (maybe more fun for groups)
Group Training: No pictures, but real subjects
Source
Exercise 1/February 2009; contributed by Christine Hold, www.gedächtnistraining-oebv.at
Stengl, F. & S. Ladner-Merz (2008). Gedächtnis spielend trainieren, 2. Aufl., Stuttgart: memo Verlag

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65. MindFit
MindFit is a cognitive training software that assesses, trains and improves cognitive skills.
It is a customised software so the user can always train at his/her difficulty level with the tasks he/she
needs the most, according to the preliminary assessment and to his/her daily results.
The software is easy to use and it trains and improves a wide range of cognitive skills, such as:
• Short and long term memory
• Visual and hearing memory
• Working memory
• Divided attention
• Visual and hearing perception
• Hand‐sight coordination
• Tasks planning
• Decisions making
• Etc…
Additionally, the software brings elderly people closer to computers, being an ideal tool for preventing
mental capacity problems.
The software contains several mental training tasks such as:
a) Time Estimation. It trains time estimation skills using both visual and auditory channels.
b) Cross Roads. It forces to split attention by performing two unconnected tasks simultaneously.
c) Memory Drills. It exercises and improves short term memory by memorising and replicating a series
of numbers, objects and symbols.
d) Filing Cabinet. Large amount of data must be organised into categories.
e) Tip of the Tongue. Visuals are used to build a stronger connection with naming skills
f) Problem Solving Abilities. It improves problem solving activities with real life scenarios.
g) Visual Perception at a Fast Pace. Visual perception is improved by colourful, fast moving pictures.
h) Picasso. It trains visual short‐term 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
comprise it. The user will have to develop his/her own strategy to do both with a limited time.
i) Inside and Outside. It trains divided attention skills, which is the ability to pay attention to more
than one stimulus at a time.
j) Two in One. It trains dual‐task skill, which is the ability to perform to tasks simultaneously.
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a) PICASSO
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b) INSIDE AND OUTSIDE
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functions functions
Ability to rebuild a
Visual Short Term
Memory. Attention Game pattern from given
Memory
parts

Level of English or Ability to
other foreign language co-operate
Yes


Source
www.e-mindfitness.com

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66. Perception Training
These perception brain training puzzles will all give you a grid that contains randomly coloured cells.
Your mission is to study the grid for ten seconds, and then after that you must Hide the puzzle. You must
then answer the questions that will appear underneath this fun brain boosting mental workout puzzle
when you hide the perception brain trainer grid
Examples:
1) Which colour appears the least times in the puzzle?
2) 2 colours appear the same number of times in the puzzle ‐ how many times do they each appear?
3) Which colour appears the most times in the puzzle?
Once you have answered the questions, either look at the grid again to confirm your answers, or click to
show the number of times each colour appears

Memory Memory and
Training Low Low
Processing perception

Optional (can be Low (to follow
Low (to follow instructions) None
online or on paper) instructions)

Moderate, though it claims to be Could be more interesting than a
Not clear whether this just an
primarily based on perception, it collection of coloured blocks. Pictures
enhanced memory game.
appears to be more memory based could be used.

Source
http://www.braintrainingpuzzle.co.uk/perception-training.php

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67. MAT Mentales AktivierungsTraining (Mental Activation Training)
German Bundesverband Gedächtnistraining e.V. (BVGT) developed special training material for German
trainers. The training consists of three seminars. One ground level and two advanced level seminars (40
hours each). A memory trainer is required to attend all three of them before certification.
Integrated Memory Training comprises:
• Cognitive exercises: word and language games that train vocabulary, language skills, intellectual
agility, creation of associations, attention span and concentration, reproduction and intellectual
agility.
• Special exercises that train perceptive faculties: vision, hearing, sense of smell, sense of taste and
sense of touch, and creativity.
• Psychomotoric exercises that positively influence the intake of oxygen stimulate the heart rate
and the psyche of an individual.
• Social contacts
Target groups for the integrated memory training exercises, carried out by the qualified trainers are:
Children of school age, students, working people and homemakers

functions functions
Game
Processing
Exercise all yes high
Memory
training

Social contact with other
If done with pc Variable No required optional international learners in blogs etc.
possible

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. Recognizing footsteps of animals

From the list of animals choose whose footstep you can see in the picture
How many can you recognize? Your points are counted...

functions functions
Memory
recognition Exercise
recognition

low low none none

this
a change to all the
highly motivating, fun to do
high mathematics-based
copyright problems
exercises

Source
http://tttweb.hu/agytorna.php?meret=600x380&rovat=oktatas/termeszet&nev=allatnyomok

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69. TAI CHI Chuan

memory training yes yes

Attitude to wards life

high

Source
Tai Chi Chuan

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70. QiGONG

memory training yes yes

Attitude to wards life

high

Source
CHIGONG
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71. Memory

Memory Game

Level of English or
PC Level of
other foreign Ability to co-operate Other
literacy literacy
language
No No No


Source
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72. HAPPYneuron
HAPPYneuron is an entertaining games software scientifically developed and validated to challenge the
brain and keep it in top gear at all times2.
The comprehensive program stimulate the attention, language, memory, visualspatial and execution
function skills.
Designed for people of any age, HAPPYneuron program minimizes the natural effects of brain aging by
maximizing the brain's capacity to learn and its ability to adapt to new information.
The program effectiveness is optimized through the availability of thousands of hours of fun and
challenging brain games and guided by a virtual personal coach.
The games included in HAPPYneuron are classified in the following categories:
a) Memory
b) Attention
c) Language
d) Executive
e) Visual‐spatial
Before its game, the user has to introduce some information about him/her: gender, age and educational
level.
2
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) MEMORY – An American in Paris
Game Description
Get your guidebooks out because this game provides a splendid tour through eight of the greatest cities on
earth, including Paris, Rome and London. You will need to memorize the names of some of the most
famous monuments in your favourite city, together with their locations on a grid.
The game challenges your visual‐spatial 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. Visual‐spatial 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
characteristics in one's spatial environment.
These are the skills that enable us to mentally manipulate and rotate information in space by taking
different perspectives. These skills also allow us to retrace our way across a busy city because we have a
visual map in our memory from the last time we made the trip. Visual‐spatial abilities include a wide
variety of individual skills that include the recognition of brightness and darkness, identification of
complex intersecting angles and curves, and the recognition of faces from the shape of eyes, noses, mouths
and hair.
Good visual‐spatial skills are needed to orient yourself in a neighbourhood, to retrace your steps through
a crowd, to remember landmarks, and also to be able to recognize that you are in an unfamiliar
environment.

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functions functions
Visual Spatial Skill
Game
and visual memory

Yes No

High

Source
http://www.happy-neuron.com/

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INDUCTIVE REASONING
73. Word Recognition Training
In this section you get presented with a range of nine letter words that have been split randomly into
component sections of two and three letters.
Your mission is to work out what the word is as quickly as possible.
Don't worry if it takes a little while at first, the whole idea is to see an improvement over time.
These puzzles not only make your brain think, but also help you analyse and digest information very
quickly as you are challenged to see if you can work out what the nine letter word is extremely quickly.
As you progress through these word split puzzles, see how quickly you can work out the solution words.
NI RET NG UR

functions functions
Cognitive, linguistic,
Inductive reasoning Game low low
spatial

Level of Level of English or Ability to co-
Pc. literacy Other
literacy other foreign language operate
Optional (can be online or Problematic for people with
high high none
on paper) Dyslexia

High, such a game is typical of those No Brain training is likely to be without
Pretty standard stuff here, no copy
found on many TV game shows. Can this sort of thing. A new version ill
write issues involved, I think.
be very challenging need to be made for each language.
Source
http://www.braintrainingpuzzle.co.uk/word-recognition.php

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74. Repeated Words

INSTRUCTIONS: Please, look carefully to the following list of words and mark the ones that appear twice.

Sort Term
Inductive Memory.
exercise low Medium
reasoning Maintained
Attention

foreign language

Medium. No It promotes cognitive stimulation and
maintenance
Source

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75. Number Groups

INSTRUCTIONS: Please, try to find groups of 2 consecutive numbers which added give as result 8 or 5
(Please mark them with two different colours).

Inductive Attention
Game low medium
reasoning Mental calculation

Level of English or
Ability to
co-operate
language

High No It promotes cognitive stimulation and maintenance

Source
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76. Attention Exercise I

INSTRUCTIONS:
1. Please, find in the following word search puzzle the name of 5 Spanish cities
1. Please, find in the following word search puzzle the name of 8 people

Verbal Fluency
Inductive reasoning Game low medium
Memory



Source

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77. Attention Exercise II

Inductive reasoning Game Attention low medium



Source
136 of 230

78. Creative Thinking Puzzles
Creativity. What does it bring to mind? Just answering that question requires you to be creative on some
level. Whenever we are set a challenge and are required to come up with an answer, our creativity is
challenged.
Creativity is not just the domain of whacky artists, even if you will never stretch your creativity to the
realm of shoving a sheep in formaldehyde and getting rich as a result, there is a lot to be said for
improving your creativity.
Just like many things in life, becoming more creative requires practice at being creative, and what better
way to do that than with some puzzles to get your mental juices flowing?
One simple puzzle is to look at the room you are in, and to imagine that there is a deep, dark secret hidden
behind a particular object you fix your mind on. What is that secret, and more to the point what is it? Once
you have your answer, pat yourself on the back (or get an imaginary friend you created to do it for you), as
you've just been creative!
Now here's another creative thinking puzzle for you, that requires a little bit of drawing, but you don't
need to be an artist for this to work!
Get a plain white piece of paper, and draw a square on it. Next, draw a picture of a stick man in the bottom
middle of the empty square. Now ask yourself what will happen to the stick man if he were to jump in the
air.
You will probably come up with solution straight away, but there is at least one other possible option ‐ see
how many you can find. Once you've come up with all the ideas that you can, or you get stuck ‐ read onto
the next paragraph!
This puzzle was all about showing one of the main barriers to creativity ‐ that is, assumptions! You see
most people assume that the man is in our natural and familiar environment, on the earth, and therefore
assume that when the man jumps he will fall back to earth due to gravity.
However, he is in a blank square, and there is nothing around him at all. Unless he's in a plain and padded
cell, it could be he is actually floating in space and so he can't jump, or he's on the edge of a space station
or surface of the moon and so if he jumps he will go much higher and come back slowly, or indeed if in
space will simply keep on floating! The point is our brains often fill in details about surroundings and
make assumptions, but in order to be really creative sometimes we just have to release and let go of all
our assumptions

Inductive
Game Spatial, imaginative, social and
reasoning Low High
Exercise emotional
Processing

NO Variable. Variable. optional

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
Turn the wheels with the help of the arrows so that all the yellow go to the middle, all the green to the
right and all the red to the left

processing exercise Visualization middle none

low none none none

Level of
Any new ideas related to this 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

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80. Labyrinth

You have to reach exit within a set time (the time is measured at the side in a form of a countdown)

processing exercise Problem solution high none

Level of English or other foreign Ability to co-
language operate
Can be online or on paper none none none

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. Thinking Quickly

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Additional similar exercise:
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Processing Exercise Concentration, speed low low

Level of Level of English or other foreign Ability to co-
Pc. literacy Other
low low none
paper)

Low, fairly basic, but quite hard to do very They have used a random sequence available on any
Pretty basic
quickly PC

Source
Phillip j Carter. 2009 Random House Books, London.
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82. Mental Calculation

INSTRUCTIONS: Using some (not all) of the following numbers, please make the operations you consider
necessary (multiply, add and subtract) in order to arrive as close as possible or exactly to the result
proposed.
NUMBERS TO WORK WITH: 1. 3, 4, 7, 8, 20 and 10
RESULTS: 100, 210, 43, 57, 1611 and 34

processing Exercise Mental calculation low high



Source
145 of 230

83. Number Pattern Training
The idea is simple ‐ we'll show you a few numbers, and you then have to work out what the pattern is, and
therefore predict what the next item in the chain of numbers is.
It doesn't matter how slow you are with the first few, the important thing is that you practise and develop
your skills. Over time you should start to find that you get quicker at spotting the patterns and work out
what sort of differences and things to look for ‐ techniques that help you find out the answer.
Once you've trained your brain sufficiently, you'll be able to deduce the pattern in these puzzles quickly
enough that you should be able to answer any sequence puzzle here within twenty seconds ‐ until you hit
that target consistently, keep doing these fun puzzles, and your mental faculties will benefit from the
stimulation.

454,472,490,508,526, ?

Processing Exercise Logic and numeracy Low Low

language operate
Optional (can be online or on Low (to follow
Low (to follow instructions) None
paper) instructions)

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

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84. Sign finder

processing game visualization none none

Pc. Level of Level of English or other foreign Ability to co-
Other
literacy literacy language operate
Short term memory
low none none none
assessment

high a basic mathematics based exercised easy to adapt to national use

Source
http://www.brainage.com/launch/howto.jsp l

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85. Puzzle

processing game combinatory none none

low none none none

Level of
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. Stories about Jesus
It requires some cultural knowledge on the Bible.
Find the suitable title for the three pictures

processing game memory low cultural knowledge

low high none none

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. Piano player

Physical motor
Primary stimulation Type Mental function Psychological functions
functions
processing game Visualization, music abilities Low concentration

low low none none You have to quick

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. Memory Sprint

Memory
processing game low Not special
combinatory

low low none none

high Easily adaptable, fun to play

Source
http://www.brainage.com/launch/howto.jspl

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89. Memory with animals

processing game memory low none

low low none none

Level of
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

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90. HUMATH

Numerical processing
processing game low Not special
memory

low low none none

high Easily adaptable

Source

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91. High Number

Recognition
processing game low Speed procession
numeracy

low low none none

high can be quite easy Easily adaptable,

Source

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92. Clock Spin

processing game visualization low Not special

low low none none

Level of
stimulation
Very useful for older people who might sometimes lose their sense of Easily adaptable, fun to
High
time play

Source

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93. Block Count

Physical motor
Primary stimulation Type Mental function Psychological functions
functions
processing game numerical processing, memory low Not special

low low none none

high Easily adaptable

Source

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94. Sudoku, Killer Sudoku, Battleships, Futoshiki
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Processing Game Logical thinking ability Low Low

Pc. literacy Other
Low Low none
paper)

Any new ideas
related to this
Making these is not too hard, but making good ones is a bit of an art!
High, but may very focused on
Possible to buy these in from private companies or maybe public
traditional logical problems.
domain?

Source
Pocket Brain Training Puzzles: Logic Puzzles.© Carlton Books UK 2009.

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95. Word Search

Processing Game Concentration low low

None, best done on Medium-high (depending on
Variable, depending on audience none fun
paper vocabulary)

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. Spatial Box Folding

3D Spatial
Processing Game low Low
awareness

Pc. literacy Other
low low none none
paper)

Level of
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

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97. Creativity Exercise

INSTRUCTIONS: Please, write a tale or short story using the following words: ADVENTURE, BAT, SHIP, BITE,
MONKEY and PRINTS.

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Stimultion functions functions
Attention. Reading
Processing Exercise Comprehension Low High
Short Term Memory

PC Level of English or other foreign Ability to co-
Writing and Short Term Memory
No No No
Reading Assesment

High No It promotes cognitive stimulation and maintenance

Source

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98. Concentration Test: Stroop Test

Here is a test of your concentration. There is a psychological test called the Stroop Test, one element of
which shows colour words in a range of colours. For instance, 'red' may actually be written in yellow. This
concentration test below is built on this idea, but instead of testing your speed it tests your ability to
concentrate and focus. Below are 50 colour words, displayed in a range of colours. What we want you to
do is go along at a reasonable pace, and say OUT LOUD the COLOUR of the text you see, not what the text
itself says. See how many words you can get through without making a mistake. As you can see, this is a
great test of concentration, as when you lose a little focus that is when you will make a mistake. You can
repeat the test as many times as you like ‐ a different list of colours will appear below each time. Once you
manage all 50 regularly, try building up speed and improve concentration even more!

GREEN ORANGE PURPLE RED ORANGE GREEN ORANGE ORANGE PINK ORANGE
PURPLE PURPLE ORANGE ORANGE PURPLE RED ORANGE PURPLE RED ORANGE PINK
GREEN PINK PINK ORANGE BLUE PURPLE BLUE GREEN PINK PINK GREEN RED PINK
ORANGE PINK BLUE BLUE RED GREEN BLUE PURPLE RED RED GREEN GREEN PINK
PURPLE RED PURPLE BLUE PINK ORANGE BLUE GREEN ORANGE PINK RED PINK RED

Training
Processing Concentration Low Low
Test

Pc. literacy Level of Level of English or other foreign Ability to co- Other
Optional (can be online or on Low Low None
paper)

High, as soon as you stop This is known as the
concentrating, you will make a Reading aloud can be good to break the routine, but may be ‘Stroop test’
mistake. disruptive if done whilst others are trying to concentrate on
their own exercises!

Source
http://www.braintrainingpuzzle.co.uk/concentration-test.php

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99. Shape Counting
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Processing
Game Spatial awareness low low
Visual spatial

Pc. literacy Other
low low none fun
paper)

High, very challenging, both of spatial awareness, and of Lots more could be designed like Pretty basic, but
memory this effective.

Source
Dr Gareth Moore ©2008 Michael O’Mara Books

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100. Visual Reflection

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Processing
game Visualization low Visual memory, spatial awareness
visual)

Pc. literacy Other
low low none
paper)

Any new ideas related
to this
High, requires quite a lot of thinking about, Any pattern could be Appeals to the non-verbal, non-numerical
especially if timed made learners

Source

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101. Number Pyramid
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Type
Processing
Game
Numeracy

Pc. literacy Other
Low Low None
paper)

High, numerical puzzle Simple to create Fairly boring (in my opinion) , but can be quite challenging

Source
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102. Mental Arithmetic

Numerical processing, times
Game Exercise Low Low
tables

Pc. literacy Other
None None None
paper)

High, especially if timed (e.g. on Dr Kawashima’s Very basic, but people show real improvement on Some people
Brain training How old is your Brain? the tests if the keep dong these sums. HATE maths!

Source

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103. Painting Workshops
This project is the result of previous activities which showed the importance of artistic expression for the
elderly. In particular the activity is centred on painting and manipulation of plastic material. The value of a
creative activity lies in the possibility to establish new relations with the surrounding context, objects and
space (Franz Marc said that ”painting means emerging in another place”) and to create a “reaction” in the
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 motor‐perceptive development, personal
style, emotions.
Painting means also trying different techniques, elaborating images and using different materials and
tools.
During workshops beneficiaries can choose to work individually, in pairs or in small groups, exchanging
experiences and discussing, choosing their own subjects and inspirations.
The activity facilitates important outcomes in terms of cultural offer: organizing art exhibitions, involving
professional painters (CEMEA has been cooperating for ten years with Promotrice delle Belle Arti of
Turin) for exchange of ideas and techniques and discussion meetings empowering the beneficiaries and
valuing their work.
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 Level of English or other foreign language Ability to co-operate Other
no no no average


Source
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CONCENTRATION
104. Linking

Association and combination

For every term that’s listed in the left row a term of the right row must be assigned to.
This game is about notional structuring and reflecting associations. Especially combination and
concentration are practised.

Example

Animals and their symbolic characteristics

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
Stimulation
Concentration and
Game - Exercise
Language

no no no

Any new ideas
related to this
Low difficulty. Different questions It’s adequate for individuals but also for group work
(difficulty, subjects etc.) (maybe more fun for groups)

Source

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105. Word Finding Puzzle I

Finding terms that fulfil a precondition

This game is very stimulating, as it requires the finding of words, the memory, concentration, association
and reproduction. It’s similar to finding subcategories but a little bit more differentiated.
You have to collect as many terms and groups of terms with specific characteristics as possible.

Example

How many animals beginning with “l” can you find?
Possible answers: lion, lizard, louse, lamb, leopard, lobster…

Primary
Stimulation
Concentration and
Game - Exercise
Language

no no no

Any new ideas
related to this
Variable difficulty. Different questions It’s adequate for individuals but also for group work

Source

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106. Proportions

Logic and Deciding

In this exercise three terms are given and you have to identify the fourth one. Two of the given terms are
connected in a certain way. The same relation shall be found between the third term and the one you’re
looking for.
It’s similar to a mathematic proportion: the relation between a and b corresponds the relation between c
and d.

Example

Water to ice ‐ dew to?
Answer: frost

Brain to thinking ‐ ? to singing
Answer: voice

Primary
Stimulation
Concentration and
Game - Exercise
Reasoning

no no no

Any new ideas
related to this

Source

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107. Outsiders – Insiders

Brain training with reasoning
Here we have two parallel and symmetrical games. Both types are a good training for reasoning. What’s
different is the type of reasoning and the degree of the memory training.

Outsiders
Out of a group of four terms you try to identify the one that doesn’t fit into the group. The other three
terms can be put into a common category.

Example 1

Question:
Four gases – one of them is flammable. Which one?
a) carbon dioxide b) hydrogen c) oxygen d) helium
Answer: b)

Insiders
At this type of game you have groups of four terms as well but belonging to completely different fields.
One of them has a certain attribute. This is the one you must identify..

Example 2

Question:
Which of the following terms is never associated with “blue”?
a) Grotto b) Nile c) Flower d) Tomato
Answer: Tomato
(The “blue grotto” is located on the island Capri/Italy, The nile is composed of two flows, that are called
“white nile” and “blue nile”, blue flowers are a symbol for romantics and desire..)

Primary Stimultion Type Mental function Physical motor functions Psychological functions
Concentration and
Game - Exercise
Reasoning

no no no

Any new ideas
related to this

Source

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108. What’s the opposite of...?

Finding the opposites of terms is a good practice for the word finding and concentration and enhances a
well structured, actively usable vocabulary.

Example

What’s the opposite of:
a) angry
b) fun
c) depressed
d) querulous
e) profane

Concentration and
Game - Exercise
Reasoning

no no no

Any new ideas
related to this

Source

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109. What’s the difference...?

Clarifying terms

In order to find the correct answer for these tasks, it’s necessary to clarify the terms. This clarification is
an essential organisational process of the brain. It facilitates the constitution and the preservation of an
actively used thesaurus.

The questions that are used for these exercises are always related to the most significant and basic
difference and not to secondary varieties like the colour or taste.

Example

Question:
What’s the essential difference between cotton wool and sheep wool?

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

no no no

Any new ideas
related to this

Source

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110. Building hierarchies

Structuring Thinking

In order to categorise items, terms can be summarised under certain headings.

Example

The generic term for the following terms
Snowdrop tulip crocus lily

would firstly be: flowers

But this category can be narrowed. Always think of the most narrow and most precise generic common
term and don’t 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 you’ll have a certain
collective term like “vehicles” and you have to find subtopics,
e.g. 1) Ship 2) Plane 3) Submarine 4)Bicycle

If you repeat the exercises later on you can also turn around the setting of the tasks, which means that if
you had to find a generic term originally then the next time you can try to remember the four mentioned
subcategories. In this case your memory get’s trained as well.

Concentration and
Game - Exercise
Reasoning

no no no

Any new ideas
related to this
Low / Variable difficulty. Different It’s adequate for individuals but also for group work
questions (difficulty, subjects etc.) (maybe more fun for groups)

Source

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111. Logic Stories

Thinking – reflecting – drawing conclusions

These games contain anecdotes or short stories including again specific logical tasks that can be solved
without knowledge but by logical thinking. Besides practising logical thinking also the ability to verbalise
– especially when you repeat the exercise – will be needed and gets practised. Concentration, endurance
and memory/learning ability are stimulated, too.

Example

Large city problem
In Europe factories are mostly built in the east end of a city. Why?

(Solution: In Europe west and south winds are the most frequent, so emissions and smoke are drifting away
from the city.)

Concentration and
Game - Exercise
Reasoning

no no no

Any new ideas
related to this

Source

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112. Triple Selection

Mobility of thinking

This exercise comprises questions with three possible answers and you have to choose the correct
answer. Only one of the given answers is correct.

Example:

Which animal is blind?
a) mole b) earthworm c) stag beetle

What’s trained with this kind of questions is the estimation of probabilities, the memory (if you repeat the
exercises), the ability to create associations. Of course the training of reproduction and ability to decide is
included as well.

Concentration and
Game - Exercise
Reasoning

no no no

Any new ideas
related to this

Source

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113. True or False
Activity description

Judging and deciding

Within this exercise you have to assess a statement and the question is: Is it true or false? But it’s not
enough to guess the correctness. If the statement is wrong in your opinion, you should be able to correct it
as well.
Like for other games, you need a very good concentration and judgement and also the willingness to
decide quickly. It’s recommended to always work on a group of statements and not till then look up the
solutions. A better effect can be achieved if you try to express a comprehensive explanation and write it
down before you take a look on the solution.

Example

Statement:
Thales von Miletus was the first to claim that the earth is round.

Answer:
This is correct. Thales of Miletus was a ionic natural philosopher who lived 600 b.c. and was aware of this
fact long before Copernikus.

Concentration and
Game - Exercise
Reasoning

no no no

Any new ideas
related to this

Source

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114. Anagram

Disentangle and create words

You take a word with four up to six letters, e.g. the word “meat”. Write it down in capital letters and take a
closer look on it. Now try to move the letters and create new words. You can only take the letters of the
word that’s given, which means that you can leave letters but you’re not allowed to add any.
Just write down all your answers and complete your list of words by looking up the solutions not until you
think that you won’t find any new words anymore.

Example

M E A T

Answers: TEAM, EAT, TEA, ATE, AT, MET

Concentration and Game -
Language Exercise

no no no

Any new ideas
related to this

Source

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115. Word Finding Puzzle II

The same consonant structure

The basic of this exercise is a word frame consisting of two consonants. By using vowels you can now
create words. You can insert vowels in front of, between or behind the two consonants. They can be used
double or combined as well. But you are not allowed to use more consonants than the given two. And also
the sequence must be kept up.

Example

You have given the consonants R and N

Possible answers: RAN, RUN, RENO, RAIN, ROAN, ARON, IRON, ORION, IRAN, REIN…

Language Exercise

no no no

Any new ideas
related to this

Source

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116. Word Acrobatics

Here you have four terms and it’s your task to identify either a verb or an adjective, that fits with all the
indicated words, but has another meaning according to the term that’s used with..

Example (in German)

Which verb can be used in connection with these four terms?
a) Brot (=bread) b) Gesichter (=faces) c) Stoffe (cothes) d) Kurve (curve;
corner)

Answer: schneiden (cut)

It’s 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
faces” in English, the word “cut” for “schneiden” is not used here. But of course in English there are other
words and phrases, which can be used for this exercise.

For further practice and for the stimulation of your memory, the exercise can be reversed.
So for this example you would ask “Was kann man alles schneiden?” (What can be cut?) and the task is to
think about phrases that all use the word “schneiden” but with a different meaning.
It’s important that categories and not single terms are listed, e.g. for the word “schneiden” (cut), you
wouldn’t list “bread”, “cake”, “vegetables”, “meat” etc., but rather say “object” and maybe “people” ( to
cut somebody dead).

Primary Stimultion Type
Language Exercise

no no no

Any new ideas
related to this

Source

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117. Completing Word pairs, proverbs and phrases

In every language there’s a high number of word pairs. Sometimes these are alliterations.
In these exercises the first word is given, and the word pairs shall be completed.
The problem is that for every language there are different phrases and word pairs and sometimes it’s
difficult to find correspondent expressions.

Example

German: Kind und …. (Kegel)
English: bag and …. (baggage)

German: Mit Leib und …. (Seele)
English: with body and …. (soul)

Language Exercise

no no no

Any new ideas
related to this

Source

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118. Triangle

Clarifying the relation of three terms

You are given three words that can easily be pulled together.
The three terms must be put into one meaningful sentence. For these tasks there are of course no defined
solutions, every formulation is open and free, so that there are lots of possible answers.

Example

a) sun b) moon c) solar eclipse

Possible answer: If the moon moves between the sun and the earth and hereby covers the sun, a solar
eclipse comes about.

Concentration, Language and Game -
Reasoning Exercise

no no no

Any new ideas
related to this

Source

193 of 230

119. Catch the Ladybug
Game Description
In some cultures, ladybugs are a sign of good luck. This exercise, however, is anything but a game of
chance. Click as fast as possible on the ladybug that appears at random on your screen. Here, the challenge
is that the more ladybugs you catch, the smaller and faster they become! Multiple challenge levels make
this even more fun. You will need to focus on the task at hand and resist any distraction that might arise.
We receive a lot of stimulation from the world around us, too much for the brain to process in detail
simultaneously. Much of this input, however, is not always important or relevant to us. Ideally, we should
spend more time and resources processing the important things and less time on the unimportant things.
Attention skills help us to do just that, by selecting and processing what is really important to us.
This game requires concentration and good visuo‐spatial skills. First, the main area of the brain exercised
is the posterior parietal lobe of the cortex. This brain centre is crucial for orienting visual attention and
shifting it from one location to another. The second brain area exercised is the right frontal cortex. This
area is crucial for maintaining alertness.
One definition of Attention is the cognitive process of selectively concentrating on one aspect of the
environment while ignoring others. We use our attention skills when we are driving and searching for a
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 co‐workers are talking in the adjacent
area. The examples are numerous. We constantly use our attention skills and these skills are such a basic
component of our very awareness.
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Primary Stimulation Type Mental function Physical motor functions Psychological functions



Source

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120. Split Words
Game Description
You're searching for the name of a flower. It's on the tip of your tongue. You know it starts with "am..."
What is it? As quickly as possible, form complete words by combining syllables or fragments from the
game table. Target words are categorized into themes and you have a choice of working with two or three
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
exercised in this game is the left temporal lobe, which gets activated when information retrieval is called
upon. This task helps you practice to quickly retrieve words from your language repertoire. Each syllable
can be seen as a phonetic cue that facilitates word retrieval. So, think in syllables!
One of the most frequent complaints relates to something called the “tip of the tongue” phenomenon, the
universal experience of trying to think of a word you know but cannot instantly retrieve. As one gets older,
he or she may have more of these “tip of the tongue” experiences so it is important to address these
concerns as soon as possible.
We talk to people every day and it is important to have a fluent conversation with others and to convey
precisely what we mean to say. When giving a speech, teaching a class or describing a complex idea, it is
important to have easy access to an extensive vocabulary. One needs to practice using his or her language;
it is the key to helping memory retrieval. By reading language, producing language and thinking about
language, one can strengthen connections to specific sounds and this facilitates retrieval of words.
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Any new ideas
related to this

Source

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PERCEPTION
121. Corner Perception
In The 10 minute brain workout by Gareth Moore

Perception Game Perception Low Low

Optional
(can be
Low Low
online or on
paper)

Any new ideas
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 O’Mara Books Limited)
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122. Picture Puzzles
Exercises dealing with the sensory perception

Our memory is strongly linked to our sensory perception. Our perceptions are imprinted on our memory
and leave engrams in the different brain sections which means that we have an auditory memory, a visual
memory and memory associated with taste, smell and touch. All these senses and correspondent types of
memory help us to perceive and realise the world around us.
The following types of exercises deal with the recognition of prior experienced perceptions or a feeling
associated with this perception. In our everyday life we mostly perceive by using more than one sense at
one time. When we eat something, not only our taste, but also our olfaction and our visual sense are
affected.
In exercises like the following3 only one sense is activated and you’ll see that you can’t always rely on this
separated perception. Nevertheless by exercising your senses you’ll learn to distinguish, to experience
differences, you formerly hadn’t noticed.


These are exercises for the visual memory and address various fields of knowledge and experience.

VISION

When we recognise and name something our visual sense is linked to our linguistic memory. Sequences of
situations, specific incidents, can be remembered by means of our visual memory. In the following picture
puzzles recognition, reflection, word finding and reproduction are mostly affected. If you repeat the
exercises especially retentivity and learning ability are essential.
Visual impressions that touch our emotions and emphasize experimental aspects and coherences are
remembered more easily.

Example

Where do the people walk?
Why was it built?
When was it built?
How long is it?

3 The following exercises are more suitable for group work, e.g. within a group training, than for single training.
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How do you call these Russian dolls of wood that can be
plugged into each other?

Perception & Senses Exercise - Game

No No No No

Any new ideas
related to this
(difficulty, subjects, etc.) (maybe more fun for groups)

Source

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123. Auditory Exercise
Examples for auditory exercises

For the auditory exercises described below you’ll need somebody to prepare the recordings, songs and
musical compositions.

Guessing songs
Listen to well‐known songs and try to remember the title and the first few lines of the lyrics?

Guessing musical instruments
Listen to a classic composition, what kind of musical instruments can you hear?
Which melody is played?

Guessing noises
Listen to recordings of different noises and try to guess what can be heard..

HEARING

Recognising melodies and noises

The auditory memory for melodies is as exhaustless as for words. Even if you couldn’t have replicated
them, you can memorise and recognise them. It’s not necessary to be musical, even unmusical people can
recognise melodies without text.
Auditory perception and sensation are located in a specific section of the brain that’s not identical with the
speech area. Besides, the auditory memory shows a certain dependence regarding the depth of storing
memories.
So with playing musical games and games dealing with noises you are working on a brain section that’s
normally little occupied.

Perception & Senses and Exercise -
Concentration Game

No No No No

Any new ideas
related to this
(difficulty, subjects, etc.) (maybe more fun for groups)

Source

205 of 230

124. Touch Exercise

Here you need some support from another person, who puts some small objects into a non‐transparent
bag. These objects shall be touched and guessed (form, size, weight, material). For this exercise you
shouldn’t use sharp or fragile objects that could cause any injury.

SENSE OF TOUCH

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
perceived in connection with the inner ear.
The sense of touch can be practised rather easily, actually it can nearly compensate for missing eyesight.

As touch objects you can use small spoons, keys, balls, feathers, rubbers, rings, glasses, coins, small chains,
pipes and so on.

Perception & Senses, Concentration and Exercise -
Motor Activity Game

Other
Use of different objects Small objects, a
No No No No
non-transparent bag

Any new ideas
related to this
Variable difficulty. Pair or group work (maybe more fun for groups)

Source

206 of 230

125. Smell Exercise

For this exercise you’ll need some support. Somebody prepares three aroma samples for you, e.g. in little
glass jars. Three are enough as our sense of smell quickly gets fatigue and then easily renders a
misjudgement.

How does the sample smell?
What’s your first thought, your first association in connection with the sample?
What is it?

It’s important to use samples that can’t be identified from the outside, so oils and essences are most
suitable for smell exercises.

SENSE OF SMELL

The sense of smell is hardly ever practised. Mostly you perceive scent in connection with taste, vision and
even with the sense of touch on your tongue.
A single molecule can stimulate an olfactory cell and turn this physico‐chemical stimulation into a
perception and even into an emotional experience.
For scent samples you can use vinegar, essence of roses, of vanilla, clove oil, rum, acetone and many more.
Of course also solid objects can be guessed like skin cream, soap, spices etc. Sometimes you’ll have
mixtures (e.g. perfumes) that make an identification of components quite difficult.

Motor Activity Game

Other
Use of different samples. Aroma
No No No No
samples, stickers, pen

Any new ideas
related to this

Source

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126. Taste Exercise

For this exercise you’ll need some support, as somebody has to prepare the taste samples.

For this game it’s important that the food can’t be identified visually or by touching it. So it would be best
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,
mineral water, juices etc. can be used.
Make sure that the samples are numbered or marked by the person who prepares the samples.
The testing person first tastes the sample, tries to describe the it’s flavour and consistency and to identify
what’s in the sample.

SENSE OF TASTE

People have very different sensations of taste. Everybody can distinguish the qualities sweet, sour, bitter
and salty but some people may perceive something as very bitter and others may say it’s not bitter at all.
So when you’re doing the following exercise there’ll be different taste findings according to the
participants. But the exercise doesn’t center only the differentiation and rating of flavours but rather the
identification of taste samples.

Motor Activity Game

Other
Use of different samples. Samples,
No No No No
stickers, pen

Any new ideas
related to this

Source

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127. Shape Dividing
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Spatial ability Game Spatial awareness perception Low Visual Processing

PC literacy Other
Low Low none
paper)

Fairly high Fairly easy to make similar puzzles like this Good task for people with low linguistic ability

Source
Dr Gareth Moore ©2008 Michael O’Mara Books.

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128. Shape Rotating

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Visual / Spatial Exercise

PC literacy Other
Low Low none
paper)

High, Spatial awareness / visualization Any images can be put onto this cube

Source
Dr. Gareth Moore © 2008 Michael O’Mara Books

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129. Shape and Space Training
Another area where puzzles are particularly strong in helping to train the brain is with regard to shape
and space, and testing and improving our spatial awareness.
By making us consider and examine various shapes and objects, how they can be rotated, how they fit
together, how they tessellate or can be split, and how various shapes can be manipulated, these puzzles
are excellent for developing our sense of shape and space and the 3D world within which we live. As such,
the mental exercises that these ‘mind gym’ puzzles provide are excellent.
Here is a sample shape and space brain training puzzle. See how quickly you can work out the answer to
this question.
Split the shape below into four equal regions, which you can consider to be composed of three identical
squares. Each shape must be identical with the same area, though the shapes may be rotated.

Spatial Processing Training Logic and Numeric Low Spatial Awareness

PC literacy Level of literacy Other
language operate
Optional (can be online or on Low (to follow
Low (to follow instructions) 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

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130. Visual Imagination

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Processing Game Visual / Spatial awareness Low Low

PC literacy Other
Low Low None fun
paper)

Any new ideas
related to this

Source
Dr. Gareth Moore © 2008 Michael O’Mara Books

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131. Dictionary Search

216 of 230

Stimultion functions functions
Linguistic, logical and
Reflection Exercise Low Low
imaginative

None High Low

Level of Any new ideas related to
Conclusions
stimulation this
Any similar word could be Could be a good group of work exercise, comparing definitions of
High
used 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.

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132. LA SCATOLA DEI NUMERI – NUMBER’S BOX

Yes Yes No Yes

No No No

Any new ideas
related to this

Source
CEMEA- Centri di Esercitazione ai Metodi di Educazione Attiva

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133. LA TOMBOLA – BINGO

Yes Yes No Yes

No No No

Any new ideas
related to this

Source
CEMEA- Centri di Esercitazione ai Metodi di Educazione Attiva

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134. Senior’s eAcademy

Memory, Inductive
Reasoning, Training, exercises Yes Yes Yes
Processing

Optional but
None Variable Polish
recommended

Any new ideas
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

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135. Magazine Factory

Explore partnership building, networking and collaboration opportunities using "e‐senior" in Magazine
Factory
Anna Grabowska, PROMED Co Ltd., Poland, Rick Swindell, Griffith University, U3A Online, Australia
Introducing Magazine Factory

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
publishing tool which provides the teachers and the pupils with an opportunity to work as editorial staff
in class and to publish web magazines. The service is maintained by the Finnish National Board of
Education, and it is available as part of the web services of the National Board of Education. Introducing
Lifelong Learning Grundtvig Partnership Programme
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 Europe’s 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
potentially more employable. It not only covers learners in adult education, but also the teachers, trainers,
education staff and facilities that provide these services. These include relevant associations, counseling
organizations, information services, policy‐making 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 ICT‐based educational
content, services and practices. What can we share up till now? (This is an online demonstration)5
The idea of connecting seniors through the online e‐Senior Magazine occurred in 2008 during the EDEN
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
Creation and Mashup All Wrapped Up in a Single Tool” was presented by Christian Komonen, Executive
Producer of MagazineFactory.6

4 http://magazinefactory.edu.fi/
5 http://magazinefactory.edu.fi/magazines/e_senior/index.php?str=40
6 http://www.eden-online.org/eden.php?menuId=402&contentId=721
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Started from "A Grandparent’s 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
cooperatively in cyberspace with the University of the Third Age On Line (http://www.u3aonline.org.au)
in Poland?”

Primary
Stimulation
Language
understanding, Reading, writing Yes No Yes
Processing

Working
in
Medium Advanced Advanced English Recommended editorial
group
possible

Any new ideas
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 (*)
7 http://blanka.moodle.pl/course/category.php?id=7
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136. Provide information about the plastic brain / networks in the brain / facts about
the mirror neurons / storage of memories / effect of lifestyles and emotional –
personal issues of the participants

Research shows that new synapses can actually form again and again and we can influence this process
simply by the way we use our brain. The brain can even be healed by its own plasticity and there is
scientific proof that the brain’s plasticity may really enable us to protect ourselves against age decline.
Experts also stress that one of the best ways one can learn new skills and boast our mental performance is
by making the most of our mirror neurons (watching an expert at work and learn the new skill – for
example: one idea would be to create more situations for intergenerational learning – interaction between
young and old, another idea of developing our mirror neurons besides learning new skills is in training
our imagination. For example if we concentrate on imaging what it feels like to be someone else ‐ a role
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,
which means putting in the time and effort. Knowing this can be motivating and rewarding – it boats not
only the self esteem of the elderly but also his or her feeling of controlling the situation and competence.
In my opinion, it would make sense to discuss personal “learning aims” of the participants and look at
their individual motivation.
Understandably, also the attitude of the elderly herself/ himself towards age and memory decline or the
attitude of his or her surrounding is crucial for the mental performance. Here it would be interesting to
look at the theory of self fulfilling prophecy (Rosenthal effect) and discuss cultural attitudes on how older
people are revered in different countries (negative or positive connotations or negative/positive outlook
on age connected with the memory performance of the senior, perception of age, attitude towards ageing
and wisdom etc.). The lesson is quite clear: If old people expect their memory to fade and their mental
power to decline as they get older, then their expectations may well come true.
Also it is important to provide information about the importance of sleep connected with mind wellness. It
is essential for learning ‐ as is the ability to relax and conquer negative stress, for example through deep
breathing. In fact the quickest and most effective way to relax is to take control of the breathing. In the
course the participants should get the chance to learn to rest and should have the possibility to experience
how relaxation techniques are actually a key part of keeping their mind in tip‐top condition. Chronic levels
of negative stress however can prematurely age the brain. This is why reducing this level in the orderly’s
life is an essential part of age‐proofing their brain and protecting their memory. The participants should
be able to identify the potential sources of stress and learn how stress can affect their health and mental
performance. Here it could be wise to provide a personal stress management plan that can be applied as
appropriate to the participant’s own situation. In this sense it would also be interesting to inform about
the positive aspects on smiling, laughing and developing a sense of humor … because smiling for
instance is said to relax many of the facial muscles, thereby improving blood flow to the brain! So smiling
is also a good way of coping with stress and laughter and humor can have a powerful effect on the mind
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and body (include more laughter sessions in the daily routine!). Talking about relaxation one can also
consider music as a way to handle distress and care for mindwellness.
Another option would be to experience the value of meditation in developing peace of mind and lowering
stress. There is indeed evidence that regular meditation can have real health benefits, particularly in
terms of age‐proofing the brain. Meditation involves switching off as much as possible from the constant
buzz of stimuli that surrounds us. There are of course countless ways of meditating and different
approaches suit different people ….
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. Exercise generates chemicals called brain‐derived neurotrophic factors – BDNFs ‐, which encourage
the development of new brain connections and brain cells. It also increases the amount of serotonin in the
brain, which encourages positive moods, confidence and happiness). Recent research could also state that
light exercise can cut the risk of Alzheimer’s 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
consider the four main areas of physical fitness as poise, aerobic training, flexibility and strength.
Finally there is sufficient proof that the proper diet plays a key part in brain fitness. Scientists are realizing
how important it is to feed our mind well: the elderly people not only benefits now but also in
the future!
So our course should provide information about the form of energy that is best for mental fitness: glucose,
proteins and fats as well as vitamins and minerals. Because when it comes to energy, our brain is the most
demanding organ in our body and to eat enough energy food seems to be crucial for good brain function.
Here it is equally important, in my opinion, to talk about a diet with excess sugars because it can slow the
activity of our brain down. So, wrong food can literally provide our brain with the wrong fuel. The result is
that it burns out faster and performs worse.
With regards to the diet of the seniors it is also important to talk about drinking and the benefit of water
(inform about healthy drinking habits).
In summary, the participants should get “mindwise” for wellbeing and success which in our case means
knowledgeable about their mind so they can learn the skills to:
- reduce their risk of ill health
- improve their mental performance
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Primary Mental Psychological
Type Physical motor functions
Stimulation function functions
An exercise (in the case of
(when exercising – brain gym –
Attitude breathing exercise and physical
training with the programme of
towards life work out / brain gym)
“Kinesiologie”)
Training. Other Initiatives

Level of English or
PC literacy Level of literacy other foreign Ability to co-operate Other
language
Depending on the Depending on the Depending on the method (group
method (blended or e- method (blended or e- discussion, being a role model an
Learning?) Learning?) coach for someone else…)


Source
ARIADNE hess. Own materials. http://www.ariadne.ch/

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ANNEX 1: REPORT ON WP3 DATA COLLECTION IN HUNGARY WITH AN

OUTLOOK TO THE INTERNATIONAL SCENE
by Péter Kövesd, Iván Szalkai and Enikő Nagy

1. Scientific background of the mental functions of older people
Introduction
By ageing, decomposition processes become more and more obvious which holds a serious problem, both
for the person and for the society. The first signs of ageing of the body, date to the fifth decade. At that
time decrease of the redox potential is also obvious. Decrease of the redox potential is accompanied by
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‐
function and cell‐death, ultimately lead to decreased tissue cell‐density.
2. The characteristic changes of ageing

• Decreased conduction of electric potential in the nerve fibres.
• Alterations of the basal metabolism and various metabolic processes.
• Loss of muscle functions (including the vascular smooth muscles).

These phenomena lead to various symptoms, as they play a crucial rule in the diminishment of mental
function around 50.
The first symptom is the loss of memory. Memory depends on intelligence, education and personality. The
ayurveda describes three main groups of personality, which are naturally differing from each other,
including the short‐ and long‐term memory. The “Western‐type” medicine considers biological conditions,
deviating from the normal, as an illness, however in some cases these biological deviations are only
features of a character.

3. The operation of the brain
The brain is studied from different aspects, since the attempt to examine a system with a similarly
complicated system is an interesting topic from the point of epistemology. The development of the brain
shows three different levels, built on each other. The first level is the ancient reptile level, responsible for
the basic life functions; the second is the ancient mammal level, while the third level is responsible for
cognitive functions, for the human being.
The structural division of the brain is well‐known. The part responsible for cognitive functions is the grey
matter and other dynamically changing areas inside. These areas are widely investigated, the localization
of different functions have been described properly. Earlier, neurons were considered not to be able to
proliferate, hence we explained the loss of cognitive functions observed through aging, as the result of the
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
function is rather due to the loss of the neuronal dendrites. Under optimal conditions, old neurons can also
grow new dendrites. Aging brain can adapt to new conditions and can change the synaptic pattern as well.
The amount of neutrofin, which is a special substance produced by the cells, correlates with the neuronal
stress. The substance itself permits the cells to adapt optimally to the functional stress.
Extended areas are activated of the neuronal network through studying, thinking and improving the
memory. Neurons are not able to function alone but in well‐coordinated networks. Through activation,
these cells have an effect on each other in various patterns, thus after brain injury the different areas can
replace each other, furthermore regularly used areas can also extend (improvement of the map‐memory
among taxi drivers in London). The organisation of the brain is only partly hierarchic, but also parallel,
matrix‐like, thus it can adapt to variating stress. The brain functions similarly to a computer, as it uses a
work‐memory area in the frontal lobe. Routine‐like processes require less activated cortical areas,
independently from the complexity of the process itself, which explains the fact, why routine‐like
processes are not involved in the development of the brain.
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, affecting the neurons, are transformed into electric potential, which finally leads to the excretion
of different chemical substances by the cell, known as neuronal transmitters. These chemical substances
themselves represent the information stream between the neurons. The velocity of the electric stimulus is
higher than the velocity of the chemical substance, thus the cell forms new chemical ports (synapsis) to
connect other cells. The network‐system itself works as a connection between different stimuli.
Discovery of the fractal‐model was a significant step in the exploration of the function of the brain. The
model says that in a small part of a unit, the unit itself is repeated. The brain is composed of several fractal
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 cell‐death can be
observed, also among young or old people, independently from age, but aging increase the risk of it. This
does not mean that the information is lost, but it is stored in other cellular connections. Through thinking,
brain also changes and develops; this is the base of whole‐life learning. The brain provides us sufficient
signals and patterns (cognitive patterns) in order to trigger the constant improvement and renewal. By
remembering, the information of the cognitive brain function transforms due to the permanent feedback
to the dynamic processes. That is how information is revised and modified. Due to the network structure
and fractal construction, thinking is not localized in one point of the brain. Since these continuously
working networks reach new areas, the outer and inner information affect the function of these networks.
Insightful experience and traumas, especially in the right parietal lobe, with their particular energetic
structure, trigger the brain to continuous answer that is what we call interior monologue.
The brain consumes a lot of energy. The organ which represents only 3% of the body mass, demands 20%
of the energy metabolism. Thus the appropriate perfusion and oxygenization is indispensable.
227 of 230

Emotions represent a special field of cognitive processes. As we saw before, emotional signs can join into
the functional networks that are how sounds and fragrances can hold sentimental content. Thus cognitive
functions cannot be evaluated independently from psychical and emotional conditions. This fact supports
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
reflection to situations, is considered an important role in the preservation of cognitive functions.

4. The memory
The memory itself can be localized in the hippocampus, where new formation of synaptic connections and
also the proliferation of neurons can be observed, due to memory trainings.
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 self‐appreciating
mechanisms can be observed as a subconscious, self‐destroying pattern.
As we mentioned before, memory processes work as a network, which can be localized at different parts
of the brain. For example, 20 different loci have been found to be activated through mathematical
operations, while basic mathematic is built only on adding. Due to this multi‐centred localization, there is
a good chance for the different stimuli to affect each other. Accordingly, using all the six senses is the best
way to improve the memory. Majority of the people are visual type, less are auditory type. These senses
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
memory fragments.
To ease the way we are thinking, we make patterns, we retain memories easier which fit in the patterns,
while we forget images that do not.
There is increasing evidence that people who do exercises regularly, lose their memory more slowly than
the others. This can be due to increased intracerebral circulation and oxygenization and also as a
consequence of the network systems in the brain.

1 The division of the memory
We can divide memory according to different aspects:

A.
1. “fluent” memory, is used for learning new information. This is the most vulnerable sort of
memory through aging

2. “Crystal” memory or storing memory, where old memories are stored, this is farly preserved
through aging

B.

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1. Short‐term memory. It has quite a small capacity. Some authors have reported that this part is not
able to retain more than 7 units of information at once (a telephone number). This “work‐
memory” is localized on the border of the frontal and parietal lobes, near the loci of attention and
consciousness, thus there are several junctions between them. In the “work‐memory”, memories
are also stored and prepared. The information that enters the “short‐term” memory either expires
or if the information was confirmed, it enters the “long‐term” memory. Mental maps and
orientation are attached to the hippocampus.
2. Long‐term memory. Ancient memories are stored here; this is the reason why old people
remember to remote events, while they forget the new information. Long‐term memory is
considered as a chemical memory. It is composed of:

1. Episodic memory, which retains the events of our life, our personal experiences in
time and space.
2. Semantic memory conserves the general knowledge from the world and our
circumstances.
3. Metamemory, which retains cognition that we know.
4. Prospective memory, consist of our future plans.

2 Methods to preserve our memory:
• In case of someone is absent‐minded, he should make a list of tasks to do. This affects the memory in
two ways:
1. Continuous thinking of a problem helps the stabilization of the memory‐cycles.
2. the task (group of information), through becoming a routine, moves to deeper parts of the brain,
this way the working‐memory can deal with new information.

• The method of Alain S. Brown: building up the memory and preserving the memory consists of units.
These are: attention, repeat, association and preserve. One has to pay attention to the task that should
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
preservation while active evocation is more effective.
• Neurobic: A modern method to keep the memory fresh. It is based on the network structure of the
memory. The method confirms the connections between different loci by using variable impulses via
variable sensations. It uses the possibility to improve the connections between the cortex, the limbic
system and the hippocampus. Combination of varied and odd information, free association
(brainstorming) fairly develops the neuronal junctions, while passive activities (watching TV, routine
exercises) doesn’t help at all.
229 of 230

• Meditation. It seem to be a passive activity, meanwhile the brain is occupied with the processing of
interior information and also with the reception with information under threshold limit. Under
meditation, brain works on a low wave frequency, which is called alpha wave. Three different types
can be differentiated:
1. Oriental meditation is characterized by passive depletion‐reception.
2. Autogenic training, one tries to concentrate on changing the interior organ function and on the
regulation of the vegetative nervous system.
3. Mindcontrol. We use the alpha waves to achieve different aims by using our brain.

Through research of meditation it turned out that regular practice increases age and stimulates brain
function. It can be seen on the MRI images, that through meditation the activity of the parietal and frontal
lobes is increased.

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Collection of Best Practices and Exercises

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Exp. Nª: 143087–LLP–1–2008–1-ES–GRUNDTVIG - GMP

AUTHORS INFORMATION ..................................................................... 9

2. THE AIM OF THE PROJECT AND THE PARTICIPATING PARTNERS ..................... 13

3. THE COLLECTION PROCESS ............................................................. 14

4. ABOUT MENTAL TRAINING ............................................................... 17

5. RECOMMENDATIONS FOR THE DEVELOPMENT OF THE TEACHING MATERIAL ....... 19

7. INDEX AND CLASIFICATION……………………………………………………..22

8. COLLECTION OF BEST PRACTICES AND EXERCISES……………………..…….... 27

Inductive Reasoning ...................................................................... 132

Processing .................................................................................. 138

Concentration ............................................................................. 179

Perception ................................................................................. 202

ANNEX 1: REPORT ON WP3 DATA COLLECTION IN HUNGARY WITH AN OUTLOOK TO THE

THE AIM OF THE PROJECT AND THE PARTICIPATING PARTNERS

THE COLLECTION PROCESS

ABOUT MENTAL TRAINING

RECOMMENDATIONS FOR THE DEVELOPMENT OF THE

INDEX AND CLASIFICATION.

5 Faces and Names II Memory Exercise Asociation Exercise + Space

8 Images and Concepts Association Memory Exercise

9 List of words Grouping I Memory

12 Attention and Visual Memory Memory Exercise

Reading Comprehension Exercise

Remembering names and faces: Exercise / game /

81 Thinking quickly Processing Exercise Concentration speed

COLLECTION OF BEST PRACTICES AND EXERCISES

LOCI Methode LOCI Methode

© ARIADNE Hess © ARIADNE Hess

© ARIADNE Hess © ARIADNE Hess

Primary Level of Physical motor Psychological

So merke ich mir Namen und Gesichter …

• Wahrnehmung – Begrüssung – Aufmerksamkeit Frau Keiko Fuji

© ARIADNE Hess © ARIADNE Hess

Level of English or Ability to co-

Level of stimulation Any new ideas related to this Conclusions

Primary Physical motor Psychological

Memory mediation project

Physical motor Psychological

Level of English or other Ability to co-

Any new ideas related to

Level of stimulation Any new ideas related to this Conclusions

ANNEX 1: REPORT ON WP3 DATA COLLECTION IN HUNGARY WITH AN

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