Cognitive Development and the Life Course: Growth, Stability and Decline

Handbooks of Sociology and Social Research - Handbook of the Life Course ◽

10.1007/978-3-319-20880-0_21 ◽

2016 ◽

pp. 451-488 ◽

Cited By ~ 6

Author(s):

Duane F. Alwin ◽

Jason R. Thomas ◽

Linda A. Wray

Keyword(s):

Cognitive Development ◽

Life Course ◽

Growth Stability ◽

The Life Course

Download Full-text

Optimizing cognitive development over the life course and preventing cognitive decline: Introducing the Cognitive Health Environment Life Course Model (CHELM)

International Journal of Behavioral Development ◽

10.1177/0165025413512255 ◽

2013 ◽

Vol 38 (1) ◽

pp. 1-10 ◽

Cited By ~ 17

Author(s):

Kaarin J. Anstey

Keyword(s):

Cognitive Function ◽

Cognitive Development ◽

Life Course ◽

Cognitive Decline ◽

Adult Life ◽

Cognitive Domain ◽

Cognitive Health ◽

Differential Development ◽

Theoretical Perspectives ◽

The Life Course

Optimal cognitive development is defined in this article as the highest level of cognitive function reached in each cognitive domain given a person’s biological and genetic disposition, and the highest possible maintenance of cognitive function over the adult life course. Theoretical perspectives underpinning the development of a framework for understanding optimal cognitive development are described, including differential development, intra-individual dynamics, cascades, biological mechanisms, reserve capacity, and plasticity. The Cognitive Health and Environment Life Course Model (CHELM) is proposed as a means to provide a framework for understanding the socio-demographic, lifestyle, and health factors influencing cognitive development and decline. The CHELM may guide framing of policy and interventions to optimize cognitive development and minimize cognitive decline in late-life.

Download Full-text