scholarly journals ACTIVITIES ACROSS AMERICA: EVALUATING GEOGRAPHIC DIFFERENCES IN ACTIVITY ENGAGEMENT

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S214-S214
Author(s):  
Brittany P Trubenstein ◽  
Robin Corley ◽  
Kyle D Gebelin ◽  
Sergio Rey ◽  
Sally Wadsworth ◽  
...  
Keyword(s):  
Cognitive Performance ◽  
Cognitive Aging ◽  
Social Activities ◽  
Verbal Iq ◽  
Activity Engagement ◽  
Cognitive Activities ◽  
Geographic Differences ◽  
And Performance ◽  
Complex Relationships ◽  
Density Population

Abstract Rurality is associated with cognitive health disparities. We investigated proximal and distal indices of rurality, activity engagement and cognitive performance in the ongoing Colorado Adoption/Twin Study of Lifespan behavioral development and cognitive aging (CATSLife; N = 979; 47% female). The Index of Relative Rurality (IRR) (0 = Urban to 1= Rural) was calculated using population density, population, percent urban, and remoteness at the census tract (IRRtract; M=0.40,SD =.05) and county levels (IRRcounty; M=0.53, SD=.09), which were moderately correlated (r = .21, p = .000). Individuals reported weekly-hours of engagement in 19 activities, classified into social (M=6.85, SD=4.03), physical (M=6.53, SD=4.76), family (M=10.76, SD=7.06), sedentary (M=11.84, SD=5.83), or cognitive (M=4.63, SD=3.74) domains. Social activities correlated with IRRcounty (r=0.091, p = .005) but not with IRRtract (r=-0.004). WAIS-III IQ scores were available. Social activities modestly correlated with IQ, particularly Verbal-IQ (r = .063, p = .049). Cognitive activities correlated with all IQ measures (r’s = .17 to .25, p < .000). While IRRcounty correlated positively with IQ (r’s=0.057 to 0.094, p’s = .079 to .000), IRRtract correlated negatively but not significantly with IQ (r’s=-0.053 to -0.062, p’s = .104 - .054). Analyses accounting for family nesting, sex, and age suggested compensatory associations between IRRcounty versus IRRtract and Full-Scale-IQ (p < .019), with similar patterns for Verbal-IQ and Performance-IQ. Social activities did not uniquely contribute. Further investigation is warranted to better understand the complex relationships between proximal and distal rurality and the implications that these relationships have on activity engagement and cognitive performance.

scholarly journals Investment Trait, Activity Engagement, and Age: Independent Effects on Cognitive Ability

2012 ◽  
Vol 2012 ◽  
pp. 1-7 ◽  
Author(s):  
Sophie von Stumm
Keyword(s):  
Cognitive Ability ◽  
Cognitive Performance ◽  
Age Differences ◽  
Cognitive Aging ◽  
Cognitive Activity ◽  
Need For Cognition ◽  
Later Life ◽  
Aging Research ◽  
Activity Engagement ◽  
Investment Theory

In cognitive aging research, the “engagement hypothesis” suggests that the participation in cognitively demanding activities helps maintain better cognitive performance in later life. In differential psychology, the “investment” theory proclaims that age differences in cognition are influenced by personality traits that determine when, where, and how people invest their ability. Although both models follow similar theoretical rationales, they differ in their emphasis of behavior (i.e., activity engagement) versus predisposition (i.e., investment trait). The current study compared a cognitive activity engagement scale (i.e., frequency of participation) with an investment trait scale (i.e., need for cognition) and tested their relationship with age differences in cognition in 200 British adults. Age was negatively associated with fluid and positively with crystallized ability but had no relationship with need for cognition and activity engagement. Need for cognition was positively related to activity engagement and cognitive performance; activity engagement, however, was not associated with cognitive ability. Thus, age differences in cognitive ability were largely independent of engagement and investment.

scholarly journals Cortical and subcortical T1 white/gray contrast, chronological age, and cognitive performance

2019 ◽  
Author(s):  
John D. Lewis ◽  
Vladimir S. Fonov ◽  
D. Louis Collins ◽  
Alan C. Evans ◽  
Jussi Tohka ◽  
...  
Keyword(s):  
Brain Development ◽  
Cognitive Performance ◽  
Developmental Disorders ◽  
Principal Component ◽  
Chronological Age ◽  
Subcortical Structures ◽  
Verbal Iq ◽  
Principle Component ◽  
And Performance ◽  
Age Range

AbstractThe maturational schedule of typical brain development is tightly constrained; deviations from it are associated with cognitive atypicalities, and are potentially predictive of developmental disorders. Previously, we have shown that the white/gray contrast at the inner border of the cortex is a good predictor of chronological age, and is sensitive to aspects of brain development that reflect cognitive performance. Here we extend that work to include the contrast at the white/gray border of subcortical structures. We show that cortical and subcortical contrast together yield better age-predictions than any non-kernel-based method based on a single image-type, and that the residuals of the improved predictions provide new insight into unevenness in cognitive performance. We demonstrate the improvement in age predictions in two large datasets: the NIH Pediatric Data, with 831 scans of typically developing individuals between 4 and 22 years of age; and the Pediatric Imaging, Neurocognition, and Genetics data, with 909 scans of individuals in a similar age-range. Assessment of the relation of the residuals of these age predictions to verbal and performance IQ revealed correlations in opposing directions, and a principal component analysis of the residuals of the model that best fit the contrast data produced components related to either performance IQ or verbal IQ. Performance IQ was associated with the first principle component, reflecting increased cortical contrast, broadly, with almost no subcortical presence; verbal IQ was associated with the second principle component, reflecting reduced contrast in the basal ganglia and increased contrast in the bilateral arcuate fasciculi.

scholarly journals Impact of transition in work status and social participation on cognitive performance among elderly in India

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Srei Chanda ◽  
Raman Mishra
Keyword(s):  
Cognitive Performance ◽  
Social Participation ◽  
Cognitive Aging ◽  
Linear Prediction ◽  
Pension System ◽  
The Elderly ◽  
Cognitive Outcome ◽  
World Health ◽  
Work Status ◽  
Social Activities

Abstract Introduction Transition to the oldage marks a change in work and social participation. Socio-economic and physical conditions arising from this change pose a risk for cognitive outcomes among the elderly. Gender shows different pathways to deal with the pattern of participation and to maintain cognitive health. In India, work participation in the oldage is an outcome of financial deprivations and lack of support. At the same time, alterations in social interactions can induce stress and precipitate cognitive decline in oldage. A dearth of studies in this domain motivates us to estimate the effect of change in work and social participation on cognitive performance of the elderly in the Indian context. Methods The study has used the cross-sectional data on 5212 elderly from the World Health Organization’s Study on global AGeing and adult health (Wave 1) (2007–08) in India. A composite score for cognition was generated. Interaction between gender, work status and social participation with respect to cognition was performed using multivariate linear regression. A linear prediction of the cognitive scores across all levels of social participation was post-estimated thereafter. Results The study found that the elderly who were ‘presently working’ and showed ‘more’ social participation had a higher mean score for cognitive performance than their counterparts. Results of regression did not indicate any gender interaction with work or social participation. Participation in social activities ‘sometimes’ by those who were ‘retired’ or ‘presently working’ showed a positive and significant co-efficient with cognition among respondents. The post-estimated values for cognition specified that ‘retired’ and ‘presently working’ elderly had higher cognition scores. In the age group of 60–69 years, cognition scores were higher for those who were ‘retired’ and did ‘more’ social participation as compared to the other elderly. Conclusion Cognitive aging is attenuated by higher participation in work and social activities. Adequate financial schemes or the pension system can protect the elderly from developing further stress. Retirement at an appropriate age, along with a reasonable amount of social participation, is a boon for cognitive wellbeing. Hence, building more support can contain the detrimental effect of participation restriction on cognitive outcome among elderly.

scholarly journals Activity Engagement and Cognitive Performance Amongst Older Adults

2021 ◽  
Vol 12 ◽  
Author(s):  
Alexandria N. Weaver ◽  
Susanne M. Jaeggi
Keyword(s):  
Older Adults ◽  
Cognitive Performance ◽  
Cognitive Reserve ◽  
Mental Functioning ◽  
Activity Engagement ◽  
Healthy Older Adults ◽  
Age Related ◽  
Cognitive Activities ◽  
The Relationship ◽  
Age Related Changes

Research supporting cognitive reserve theory suggests that engaging in a variety of cognitive, social, and physical activities may serve as protective factors against age-related changes in mental functioning, especially if the activities are cognitively engaging. Individuals who participate in a variety of cognitive activities have been found to be more likely to maintain a higher level of cognitive functioning and be less likely to develop dementia. In this study, we explore the relationship between engaging in a variety of activities and cognitive performance amongst 206 healthy older adults between the ages of 65–85. Age and years of education were found to be the most significant predictors of a global composite representing cognitive performance, consistent with previous work linking these variables to age-related changes in cognition and the cognitive reserve. We interpret these results to suggest that age and education are better predictors of global cognitive performance in older adults than self-reported activity engagement.

Activity Engagement in Cognitive Aging: A Review of the Evidence

2013 ◽  
Vol 23 (1) ◽  
pp. 1-12 ◽  
Author(s):  
Yvonne Rogalski ◽  
Muriel Quintana
Keyword(s):  
Older Adults ◽  
Cognitive Decline ◽  
Cognitive Aging ◽  
Social Activity ◽  
Current Evidence ◽  
Omega 3 ◽  
Neuroprotective Effects ◽  
Activity Engagement ◽  
Age Related ◽  
Age Related Cognitive Decline

The population of older adults is rapidly increasing, as is the number and type of products and interventions proposed to prevent or reduce the risk of age-related cognitive decline. Advocacy and prevention are part of the American Speech-Language-Hearing Association’s (ASHA’s) scope of practice documents, and speech-language pathologists must have basic awareness of the evidence contributing to healthy cognitive aging. In this article, we provide a brief overview outlining the evidence on activity engagement and its effects on cognition in older adults. We explore the current evidence around the activities of eating and drinking with a discussion on the potential benefits of omega-3 fatty acids, polyphenols, alcohol, and coffee. We investigate the evidence on the hypothesized neuroprotective effects of social activity, the evidence on computerized cognitive training, and the emerging behavioral and neuroimaging evidence on physical activity. We conclude that actively aging using a combination of several strategies may be our best line of defense against cognitive decline.

A Modification of the Payne-Jones Method of Identifying Abnormal Differences in WISC-R Performance and Verbal IQ's

1996 ◽  
Vol 12 (1) ◽  
pp. 27-32 ◽  
Author(s):  
Louis M. Hsu
Keyword(s):  
Full Scale ◽  
True Score ◽  
Verbal Iq ◽  
Score Difference ◽  
The Difference ◽  
And Performance

The difference (D) between a person's Verbal IQ (VIQ) and Performance IQ (PIQ) has for some time been considered clinically meaningful ( Kaufman, 1976 , 1979 ; Matarazzo, 1990 , 1991 ; Matarazzo & Herman, 1985 ; Sattler, 1982 ; Wechsler, 1984 ). Particularly useful is information about the degree to which a difference (D) between scores is “abnormal” (i.e., deviant in a standardization group) as opposed to simply “reliable” (i.e., indicative of a true score difference) ( Mittenberg, Thompson, & Schwartz, 1991 ; Silverstein, 1981 ; Payne & Jones, 1957 ). Payne and Jones (1957) proposed a formula to identify “abnormal” differences, which has been used extensively in the literature, and which has generally yielded good approximations to empirically determined “abnormal” differences ( Silverstein, 1985 ; Matarazzo & Herman, 1985 ). However applications of this formula have not taken into account the dependence (demonstrated by Kaufman, 1976 , 1979 , and Matarazzo & Herman, 1985 ) of Ds on Full Scale IQs (FSIQs). This has led to overestimation of “abnormality” of Ds of high FSIQ children, and underestimation of “abnormality” of Ds of low FSIQ children. This article presents a formula for identification of abnormal WISC-R Ds, which overcomes these problems, by explicitly taking into account the dependence of Ds on FSIQs.

STEREOTYPE THREAT AND STEREOTYPE LIFT: THE CASE OF 10 YEAR OLD GIRLS AND BOYS

2016 ◽  
Vol 12 (4) ◽  
pp. 21-32
Author(s):  
Anna Kwiatkowska ◽  
Małgorzata Mróz
Keyword(s):  
Stereotype Threat ◽  
Cognitive Performance ◽  
Significant Interaction ◽  
Self Esteem ◽  
The Self ◽  
Experimental Conditions ◽  
Significant Interaction Effect ◽  
Significant Drop ◽  
Stereotype Lift ◽  
And Performance

The aim of this study was to examine the effects of stereotypical and counter-stereotypicalinformation on the self-esteem and cognitive performance of 10-year-old children. Our sampleconsisted of 37 girls and 37 boys. Children were presented with 10 “mathematical” puzzles in threeexperimental conditions: stereotypical (boys are better), counter-stereotypical (girls are better), andthe control condition (no particular information). Self-esteem was measured using a non-verbaltask. The results showed a significant interaction effect of “condition x sex” on self-esteem andperformance. Girls revealed no significant differences between control and experimental conditions,while boys showed a significant drop in self-esteem and performance in the counter-stereotypicalcondition as compared to the control condition and a significant lift in self-esteem and performancein the stereotypical condition as compared to the control condition.

scholarly journals Social Engagement and Episodic Memory in Non-Hispanic Black and White Older Adults

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 343-343
Author(s):  
Abbey Hamlin ◽  
A Zarina Kraal ◽  
Laura Zahodne
Keyword(s):  
Social Support ◽  
Older Adults ◽  
Episodic Memory ◽  
Cognitive Aging ◽  
Social Engagement ◽  
Future Research ◽  
Social Activities ◽  
Linear Regression Models ◽  
Significant Positive Association ◽  
Cross Sectional

Abstract Social engagement may confer cognitive benefits in older adulthood, but studies have typically been restricted to largely non-Hispanic White (NHW) samples. Levels of social engagement vary across race such that NHW report larger social networks, more frequent participation in social activities, and greater social support than non-Hispanic Blacks (NHB). Associations between social engagement and cognition may also vary by race, but research is sparse. The current cross-sectional study examined associations between different aspects of social engagement and episodic memory performance, as well as interactions between social engagement and race among NHB and NHW participants in the Michigan Cognitive Aging Project (N = 247; 48.4% NHB; age = 64.19 ± 2.92). Social engagement (network size, activities, support) was self-reported. Episodic memory was a z-score composite of immediate, delayed, and recognition trials of a list-learning task. Separate hierarchical linear regression models quantified interactions between race and each of the three social engagement variables on episodic memory, controlling for sociodemographics, depressive symptoms, and health conditions. Results showed a main effect of more frequent social activity on better episodic memory, as well as an interaction between race and social support indicating a significant positive association in NHB but not NHW. These preliminary findings suggest that participating in social activities may be equally beneficial for episodic memory across NHB and NHW older adults and that social support may be particularly beneficial for NHB. Future research is needed to determine the potential applications of these results in reducing cognitive inequalities through the development of culturally-relevant interventions.

Sign in / Sign up

Export Citation Format

Share Document