Inhalt

•  
   Table of Contents
•  
   Index of Figures
•  
   Index of Tables
•  
   Abbreviations
•  
   Introduction
•  
   Theoretical background
•  
   Lifestyle and aging: Delay or acceleration of the aging process
•  
  Exercise and metabolism
•  
   Phosphagen system
•  
   Anaerobic glycolysis
•  
   Aerobic system
•  
   Glycolysis
•  
   Krebs cycle10F
•  
   Electron Transport or Respiratory Chain
•  
  Exercise and physical activity
•  
   Physical fitness
•  
   Exercise intensity
•  
   Kinds of exercises
•  
   Memory
•  
   Figure 1: Illustration of the main storage process (modified from Markowitsch, 2003)
•  
   Memory taxonomies
•  
   Duration and time dependent memory
•  
   Figure 2: Multi-store model connecting the serial information processing along the time (modified from Atkinson & Shiffrin, 1968)
•  
   Figure 3: Schema of the difference between short-term and long-term memory, as well as relations between memory durability and duration (modified from Markowitsch, 2013)
•  
   Content dependent memory
•  
   Figure 4: The five memory systems (modified from Markowitsch, 2013)
•  
   Figure 5: Squires taxonomy of long-term memory (modified from Squire, 1992)
•  
   Neural correlates
•  
   Neural regions and short-term memory
•  
   Neural regions and long-term memory
•  
   Figure 6: Illustration of the Papez circuit (modified from Rajmohan & Mohandas, 2007)
•  
   Neural regions and procedural memory
•  
   Figure 7: The components and structure of the basal ganglia in sagittal view (modified from Alexander et al., 1986)
•  
   Figure 8: The attitude of the basal ganglia-thalamocortical circuit and also the elements of circuits (modified from Alexander et al., 1986)
•  
   Table 1: Memory systems and the brain regions (modified from Markowitsch,2011)
•  
  Learning theories related on procedural memory
•  
  Fitts and Posner’s model
•  
   Cognitive stage (Verbal-motor stage)
•  
   Associative stage (Motor stage)
•  
   Autonomous stage (Automatic stage)
•  
   Figure 9: Three stage of motor learning (modified from Fitts and Posner’s 1967)
•  
   Gentile’s model
•  
   Adams’ closed-loop theory
•  
   Schmidt’s schema theory
•  
   Aging, cognition and exercise
•  
  Exercise and brain
•  
   Non-human, animal researches
•  
   Human researches
•  
   Brain and metabolism
•  
   Metabolism and health
•  
  Summary of literature
•  
   Table 2: Summary of exercise and cognition studies
•  
   Questions and hypotheses
•  
   Questions
•  
  Hypotheses
•  
   Hypothesis I
•  
   Hypothesis II
•  
   Hypothesis III
•  
   Hypothesis IV
•  
  Method
•  
   Present study
•  
   Sampling method
•  
   Objectives
•  
   Participants and Groups
•  
   Variables
•  
   Groups and exercise protocols
•  
   Control group (CG)
•  
   Aerobic exercise group (AEG)
•  
   Anaerobic exercise group (ANEG)
•  
   Rey-Osterrieth Complex Figure test
•  
   Verbal Learning and Memory Test (VLMT)
•  
   Mirror reading task
•  
   Table 3: one example of the mirror reading task items, how to look like the words
•  
   Trail Making Test (TMT)
•  
   Intellectual functions
•  
   Physiological test
•  
  Results
•  
   Samples and population
•  
   Procedure of study
•  
  Statistical analyses
•  
   Descriptive data
•  
   Table 4: Descriptive data of the participants
•  
   Figure 10: Means and Standard Deviations of groups aged.
•  
   Figure 11: Frequency of participants in groups.
•  
   Figure 12: Distribution of gender participants in groups.
•  
   Figure 13: Distribution of education levels of participants in groups.
•  
   Figure 14: Frequency of participants on the basis of age.
•  
   Figure 15: Distribution of age in the groups.
•  
  Figure 16: Distribution of age in the groups.
•  
   Data analysis
•  
   Table 5: Means (M) and Standard Deviations (SD) of variables
•  
   Table 6: Pairwise Comparisons of Groups
•  
   Results of visual memory (ROCF)
•  
   Figure 17: Interventions of physical activity on short-term visual memory.
•  
   Figure 18: Interventions of physical activity on long-term of visual memory.
•  
   Results of Verbal Memory Test (VLMT)
•  
   Figure 19: Interventions of physical activity on short-term verbal memory.
•  
   Figure 20: Interventions of physical activity on recall after learning in VLMT.
•  
   Figure 21: Interventions of physical activity on recall after interference in VLMT.
•  
   Figure 22: Interventions of physical activity on delayed recall in VLMT.
•  
   Results of mirror reading task
•  
   Figure 23: Interventions of physical activity on priming of mirror task.
•  
   Figure 24: Interventions of physical activity on procedural memory of mirror task.
•  
   Figure 25: Interventions of physical activity on interference of mirror reading task.
•  
   Results of visual search, scanning and speed of information processing
•  
   Figure 26: Interventions of physical activity on attention and speed of information processing. The Figure shows effects of twelve weeks aerobic and anaerobic exercises and also physical inactivity in older adults.
•  
   Results of visual search, scanning, mental flexibility and executive functions
•  
   Figure 27: Interventions of physical activity on mental flexibility.
•  
   Results of verbal intelligence
•  
   Figure 28: Interventions of physical activity on verbal intelligence.
•  
   Results of non-verbal intelligence
•  
   Figure 29: Interventions of physical activity on non-verbal intelligence.
•  
   Discussion
•  
   The aerobic exercise condition and cognitive functions of sedentary older adults
•  
   The anaerobic exercise condition and cognitive functions of sedentary older adults
•  
   The new procedural skill learning and cognitive functions of sedentary older adults
•  
   Conclusion
•  
   Limitations
•  
   Summary
•  
   References
•  
   Appendix A
•  
   Appendix B
•  
   Appendix C
•  
   Appendix D
•  
   Appendix E