Research on the Cognitive Function of Elderly College Students in Vocal Therapy

<title>Abstract</title> <p> This study explores the improvement effect of structured vocal <bold/> therapy on cognitive function of elderly college students and the triple mechanism of "cognition emotion social", providing empirical evidence for promoting non pharmacological cognitive interventions in the context of active aging. Method: A prospective, evaluator blinded double-blind randomized controlled trial was conducted, in which 142 elderly college students were randomly divided into an intervention group (12 week structured vocal therapy) and a control group (equal duration regular music appreciation). At baseline, after intervention, and during a 3-month follow-up period, cognitive function was assessed using neuropsychological tests, and emotional and social states were evaluated using scales. The mediating mechanism was validated through structural equation modeling. Result: The overall cognitive function scores of the intervention group after post test and follow-up post test were significantly higher than those of the control group (both p&lt;0.001), with the most prominent improvements in executive function and episodic memory. The structural equation model shows that vocal therapy has a significant direct effect on cognitive function (β=0.32, p&lt;0.01), and indirectly works by reducing depression levels (mediation effect=0.059) and enhancing social connections (mediation effect=0.075), with the indirect pathway contributing 42% of the total effect. Conclusion: Structured vocal therapy can effectively and continuously improve the cognitive function of elderly college students. Its effect is achieved through a dual mediating pathway of direct cognitive training, synergistic emotional improvement, and social enhancement, providing a scalable non pharmacological intervention plan for promoting cognitive health in the elderly. </p>