Cognitive Activities During Adulthood Are More Important than Education in Building Reserve

AbstractCognitive reserve is thought to reflect life experiences. Which experiences contribute to reserve and their relative importance is not understood. Subjects were 652 autopsied cases from the Rush Memory and Aging Project and the Religious Orders Study. Reserve was defined as the residual variance of the regressions of cognitive factors on brain pathology and was captured in a latent variable that was regressed on potential determinants of reserve. Neuropathology variables included Alzheimer's disease markers, Lewy bodies, infarcts, microinfarcts, and brain weight. Cognition was measured with six cognitive domain scores. Determinants of reserve were socioeconomic status (SES), education, leisure cognitive activities at age 40 (CA40) and at study enrollment (CAbaseline) in late life. The four exogenous predictors of reserve were weakly to moderately inter-correlated. In a multivariate model, all except SES had statistically significant effects on Reserve, the strongest of which were CA40 (β = .31) and CAbaseline (β = .28). The Education effect was negative in the full model (β = –.25). Results suggest that leisure cognitive activities throughout adulthood are more important than education in determining reserve. Discrepancies between cognitive activity and education may be informative in estimating late life reserve. (JINS, 2011, 17, 615–624)

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Trauma Caused by Injury or Abuse in Late Life: Experiences, Impacts, and the Federal Response

NAM Perspectives ◽

10.31478/201901a ◽

2019 ◽

Author(s):

Vijeth Iyengar ◽

Greg Link ◽

Phillip W. Beatty ◽

Madeleine Boel ◽

Cailin Crockett ◽

...

Keyword(s):

Life Experiences ◽

Late Life ◽

Federal Response

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[P2-336]: DIFFERENTIAL EFFECTS OF EARLY AND LATE-LIFE EXPERIENCES ON AMYLOID DEPOSITION VERSUS NEURODEGENERATION

Alzheimer s & Dementia ◽

10.1016/j.jalz.2017.06.990 ◽

2017 ◽

Vol 13 (7S_Part_15) ◽

pp. P750-P750

Author(s):

Eider M. Arenaza-Urquijo ◽

Julie Gonneaud ◽

Valentin Ourry ◽

Robin de Flores ◽

Brigitte Landeau ◽

...

Keyword(s):

Life Experiences ◽

Late Life ◽

Amyloid Deposition ◽

Differential Effects

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WAYS TO INCREASE THE ACADEMIC ACTIVITY OF TECHNICAL UNIVERSITY STUDENTS IN FOREIGN LANGUAGE CLASSES

Современная высшая школа инновационный аспект ◽

10.7442/2071-9620-2021-13-2-19-25 ◽

2021 ◽

pp. 19-25

Author(s):

O.I. Taranenko ◽

◽

L.A. Fedko ◽

E.V. Shchepotieva ◽

I.F. Veremeeva

Keyword(s):

Higher Education ◽

Academic Success ◽

Foreign Language ◽

Cognitive Skills ◽

Cognitive Activity ◽

Self Control ◽

Important Condition ◽

Language Classes ◽

Cognitive Activities ◽

Definition Of

The relevance of the formation of professionally and socially significant personality traits is obvious. The theoretical and practical issues of students’ cognitive activities during their studies in higher education institutions are considered. The definition of cognitive skills is formulated and their characteristics are proposed. Being formed cognitive activity characterizes the attitude of students to the content and process of teaching, the desire for effective mastering knowledge, skills and abilities. Cognitive activity is defined as the most important condition for their academic success. The ways of increasing the cognitive activity of students, both during classes and in the process of extracurricular self-training, are proposed. The importance of self-control of knowledge in the course of independent activity in the performance of group or individual work is emphasized.

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THE PROBLEM FIELD OF MODERN HIGHER PEDAGOGICAL EDUCATION

Pedagogical IMAGE ◽

10.32343/2409-5052-2020-14-3-472-484 ◽

2020 ◽

Vol 14 (3) ◽

pp. 472-484

Author(s):

O. A. Lapina ◽

Keyword(s):

Human Development ◽

Professional Education ◽

Personality Development ◽

Cognitive Activity ◽

Educational Process ◽

Professional Activity ◽

New Literacy ◽

Cognitive Activities ◽

Scientific Subject ◽

The Relationship

Introduction. The paper is concerned with the processes of professional-pedagogical education in modern higher educational institutions and the problems of business and speech culture that face the students involved in educational and cognitive activities. Objective. The objective of the paper is to substantiate the relationship between the activity of students in the educational process and the level of their human development and communicative creativity. The research aimed to develop a methodology to organize an educational process facilitating the actualization of professionally oriented thinking (the ability to understand, reveal, and explain the value of facts and phenomena). Materials and methods. The research methodology is a generalizing analysis of the problems of vocational education, its orientation, and contents at various levels of the specialist’s personality development. The units of practical assessment were self-esteem, speech activity, knowledge of the basic forms of work with words, and interpretation of meaning within the topic of reasoning. Research results.The findings have indicated the relationship between the student’s activity in the educational process and the level of their human development, communicative creativity, business and speech culture, passivity/activity in educational and cognitive activities, the degree of understanding the responsibility for choosing a profession, and the meaning of the “professionally-oriented rapport” concept. The ways of actualizing professionally-oriented thinking have been determined. A methodology for building an interest in the investigative type of thinking and the gradual conscious acquisition of a block of knowledge has been developed and tested. The study has clarified the professional significance of the organizational forms contributing to the development of cognitive and communicative competence of pro¬fessional thought creation. Discussion and conclusion. What are the advantages of the proposed model? It reveals the meaning of what has been learned, expands the desire to understand, conveys the essence of information, develops a professionally-oriented ability to substantiate one’s viewpoint; forms an opinion on science, a scientific subject, theory, and technology in a professionally significant field of activity. The research continues, however, the preliminary findings allow the following conclusions. The result of these actions is positive dynamics in understanding the value of teachers’ professional activity, the formation of a habit of self-organization and learn-and-create activity. Keywords: educational space of the university, professionally-oriented thinking, cognitive activity, culture of education, transformation of professional education, new literacy.

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The Effect of Tenacity on the Improvement of Children's Serious Game-Play Ability: A Retrospective Study (Preprint)

10.2196/preprints.29971 ◽

2021 ◽

Author(s):

Ju Yeon Lee ◽

Hye Hyeon Kim ◽

Ji Ae Park ◽

Ye Jin Choi ◽

Ji Sung Lee ◽

...

Keyword(s):

Developmental Disabilities ◽

Statistical Significance ◽

Well Being ◽

Serious Game ◽

Cognitive Factors ◽

Cognitive Improvement ◽

Usage Patterns ◽

Cognitive Activities ◽

The Difference ◽

User Compliance

BACKGROUND Through several recent studies, tenacity, which involves solving problems with patience and enthusiasm for the goal, has emerged as an indicator of education effect, therapeutic effect, and well-being. However, relatively little research has assessed how to measure and evaluate tenacity. OBJECTIVE We aimed to analyze the usage pattern of the serious game to define tenacity and examine how it affects the effectiveness of cognitive development by measuring the difference between game-driven cognitive index based on detailed cognitive activities and game score. METHODS We used a serious game for 5419 children who responded to the survey from September 20, 2018, to July 14, 2020, divided into six groups according to their tenacity level and presence of developmental disabilities. We defined user tenacity through game usage patterns and analyzed how children play the serious game differently according to their characteristics. RESULTS We confirmed that tenacity affects the distribution of score changes from the primary episode to the 10th episode of serious games, showing statistical significance for some of the sub-categories in both the typical developments group and developmental disabilities group. Moreover, we found differences in difference estimation and found that tenacity affects the improvement of a serious game-driven cognitive index for Inference, Numerical and Organizing categories commonly seen in both typical developments group (p=<.000, p=0.001, p=.001), and developmental disabilities group (p=.0019, p=.022, p=.002). CONCLUSIONS Based on these findings, we propose that cognitive improvement is derived from not only natural-wise content-driven effects but also user compliance effects depending on the non-cognitive factors, regardless of the presence of developmental disabilities.

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Late-Life Cognitive Activity: Implications for Healthcare and Financial Decision-Making

American Journal of Geriatric Psychiatry ◽

10.1016/j.jagp.2020.08.012 ◽

2020 ◽

Author(s):

Malcolm Forbes

Keyword(s):

Decision Making ◽

Cognitive Activity ◽

Late Life ◽

Financial Decision Making ◽

Financial Decision

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Associations and correlates of general versus specific successful ageing components

European Journal of Ageing ◽

10.1007/s10433-020-00593-4 ◽

2020 ◽

Author(s):

Myriam V. Thoma ◽

Luca Kleineidam ◽

Simon Forstmeier ◽

Andreas Maercker ◽

Siegfried Weyerer ◽

...

Keyword(s):

Physical Exercise ◽

Intervention Studies ◽

Economic Status ◽

Cognitive Activity ◽

Successful Ageing ◽

Active Lifestyle ◽

Younger Age ◽

Cognitive Activities ◽

Specific Factors ◽

Proxy Indicators

AbstractThe heterogeneity in the operationalisation of successful ageing (SA) hinders a straightforward examination of SA associations and correlates, and in turn, the identification of potentially modifiable predictors of SA. It is unclear which SA associations and correlates influence all facets of the SA construct, and whether psychosocial reserve models developed in neuropathological ageing research can also be linked to SA. It was therefore the aim of this study to disentangle the effect of various previously identified SA associations and correlates on (1) a general SA factor, which represents the shared underpinnings of three SA facets, and (2) more confined, specific factors, using bifactor modelling. The associations and correlates of three recently validated SA operationalisations were compared in 2478 participants from the German AgeCoDe study, aged 75 years and above. Based on participants’ main occupation, cognitive reserve (CR) and motivational reserve (MR) models were built. Younger age, male gender, more education, higher socio-economic status, being married or widowed, as well as more physical exercise and cognitive activities in old age were found to correlate positively with the general SA factor, indicating a simultaneous effect on all aspects of SA. Smoking and ApoE-ε4 were related only to the physiological facet of SA. CR models were significantly related to the general SA factor. Among all SA associations and correlates, proxy indicators of lifelong cognitive activity and physical exercise showed the strongest effects on SA. Future intervention studies should assess the influence of the preservation of active lifestyle across the life span on SA.

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End-of-life experiences in dementia with Lewy bodies: Qualitative interviews with former caregivers

PLoS ONE ◽

10.1371/journal.pone.0217039 ◽

2019 ◽

Vol 14 (5) ◽

pp. e0217039 ◽

Cited By ~ 4

Author(s):

Melissa J. Armstrong ◽

Slande Alliance ◽

Angela Taylor ◽

Pamela Corsentino ◽

James E. Galvin

Keyword(s):

End Of Life ◽

Dementia With Lewy Bodies ◽

Life Experiences ◽

Qualitative Interviews ◽

Lewy Bodies

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Education and Cognition in Middle Age and Later Life: The Mediating Role of Physical and Cognitive Activity

The Journals of Gerontology Series B ◽

10.1093/geronb/gbz020 ◽

2019 ◽

Vol 75 (7) ◽

pp. e93-e104 ◽

Cited By ~ 1

Author(s):

Yujun Liu ◽

Margie E Lachman

Keyword(s):

Physical Activity ◽

Cognitive Function ◽

Educational Attainment ◽

Middle Age ◽

Cognitive Activity ◽

Later Life ◽

The United States ◽

Mediating Role ◽

Behavioral Variables ◽

Cognitive Activities

Abstract Objectives Although educational attainment is related to cognitive function in later life, little is known about the mechanisms involved. This study assessed the independent mediating effects of two behavioral variables, physical and cognitive activity, on the association between educational attainment and cognitive function and change. Methods Data were derived from the three waves of the Midlife in the United States (MIDUS) study. Predictors (educational attainment) were from the 1995 baseline, mediators (physical and cognitive activities) were from the 2004 wave, and outcomes (cognitive function) were from the 2004 and 2013 waves. Conditional process modeling was applied using PROCESS in SPSS. Results There were both direct and indirect effects of educational attainment on level and change of executive function (EF) and episodic memory (EM). Physical activity and cognitive activity were both significant mediators for cognitive level. For mediators of change, however, cognitive activity was significant for EF and physical activity was significant for EM. Discussion Physical and cognitive activity are discussed as possible factors for protecting against cognitive decline in later life. The findings have implications for advancing supportive policies and practices related to maximizing the benefits of education and physical and cognitive activities for cognition in middle age and later life.

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