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 Childhood Socioeconomic Status and Cognitive Function Later in Life: Evidence From a National Survey in Indonesia

2019 ◽  
Vol 33 (4) ◽  
pp. 214-222 ◽  
Author(s):  
Asri Maharani
Keyword(s):  
Cognitive Function ◽  
Cognitive Ability ◽  
Birth Cohort ◽  
Rural Area ◽  
Cognitive Aging ◽  
Later Life ◽  
Cognitive Status ◽  
Middle Income ◽  
Childhood Poverty ◽  
Childhood Conditions

Introduction: Social and economic conditions in childhood have been found to predict cognitive ability in midlife and old age in high-income countries. This study examines the long-term effect of childhood conditions on cognition among a nationally representative sample of older adults in a low- and middle-income country. Materials and Methods: Data were obtained from the 2014 to 2015 Indonesia Family Life Survey Wave 5 (6676 respondents, aged 50 years and older). Cognitive function was assessed based on total score on a series of tests adapted from the Telephone Interview for Cognitive Status. Retrospective information was collected on childhood poverty, with questions including whether respondents ever experienced hunger before age 15, whether basic facilities were available, and the number of books in the childhood home. We used linear regression to examine the association between childhood conditions and cognitive function in later life. Results: The findings show that the numbers of facilities and books available in childhood homes are substantially associated with cognition in later life after taking adulthood characteristics into account. Childhood hunger has no significant association with cognitive ability in later life. Belonging to an older birth cohort and living in a rural area were shown to have negative associations with cognitive ability in Indonesia. Conclusions: Our findings suggest that childhood poverty, birth cohort, and living in a rural area may contribute to cognitive aging in Indonesia. Policies and interventions that target childhood poverty in developing countries may also recognize the rural–urban divide in access to educational and other socioeconomic resources.

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 Cognitive Activity as a Moderator of Educational Attainment and Work Status in Cognitive Aging

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 290-291
Author(s):  
Mirjam Stieger ◽  
Margie Lachman
Keyword(s):  
Educational Attainment ◽  
Cognitive Performance ◽  
Cognitive Aging ◽  
Memory Performance ◽  
Cognitive Activity ◽  
Work Status ◽  
Cross Sectional ◽  
Increased Risk ◽  
Two Factors ◽  
Lower Education

Abstract Cross-sectional findings showed that education differences in memory performance were moderated by frequent cognitive activity (Lachman et al., 2010). The present study examined whether frequent cognitive activity could compensate for lower education when focusing on change in cognitive performance across nine years. The study also explored whether cognitive activity can slow down declines in retired adults as previous research suggested that retiring is associated with an increased risk of cognitive decline (e.g., Wickrama et al., 2013). Longitudinal data from the MIDUS study included N = 3,325 middle-aged and older adults. Outcome variables were two factors of cognitive performance: Episodic Memory (EM) and Executive Functioning (EF). Independent variables were years of education, work status (working vs. retired), and frequency of cognitive activity. The results suggest that cognitive activity moderated the effect of educational attainment on change in EM. Individuals with both higher education and cognitive activity showed the smallest declines in EM. Individuals with lower educational attainment but high cognitive activity had less decline in EM compared to their low education counterparts. Those who increased their cognitive activity over time showed less decline in EF. In terms of work status, working adults had less decline in EM and EF compared to retired adults and retired adults who did not maintain their cognitive activity declined more in EF. The results emphasize the importance of frequent engagement in cognitive activity across the lifespan, which can attenuate cognitive declines especially among those who have lower education or have retired.

scholarly journals Childhood Socioeconomic Status and Cognitive Aging: An Intersectional Life Course Perspective

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 519-519
Author(s):  
Addam Reynolds ◽  
Emily Greenfield ◽  
Sara Moorman ◽  
Laurent Reyes
Keyword(s):  
Older Adults ◽  
Socioeconomic Status ◽  
Life Course ◽  
Cognitive Performance ◽  
Cognitive Aging ◽  
Later Life ◽  
The South ◽  
Structural Racism ◽  
Black Adults ◽  
Childhood Socioeconomic Status

Abstract Greater childhood socioeconomic status (cSES) is associated with better later life cognition. Largely absent from this literature is how structural racism potentially influences this relationship. Guided by intersectional life course theory, we examined if the influence of cSES and region of schooling on later life cognitive outcomes differs among non-Hispanic White (NHW) and Black older adults. We used data from the 2010-2016 waves of the Health and Retirement Study for participants ages 65 and older in 2010. Using growth mixture modeling, we estimated the associations between race, cSES (parental education, social, and financial capital), and region of schooling at age 10 (southern versus not) on cognitive performance. Consistent with prior research, there was a main effect of race on cognitive performance levels (but not with decline over time), with lower scores among older Black adults, on average. Among NHWs, higher cSES was protective for later life cognition, especially for NHW participants from the South. Although Black older adults who attended school outside of the South had higher levels of cognitive performance than their counterparts who attended school at age 10 in the South, Black older adults who attended school outside of the South--regardless of cSES--still had lower average scores on cognition at baseline than the most disadvantaged NHW participants. This paper implicates the effects of structural racism on cognitive performance among older Black adults, indicating the need for heightened attention to structural racism within interventions for optimizing brain health and promoting equitable cognitive aging across the life course.

scholarly journals Personality Pathology and Cognitive Aging

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 389-389
Author(s):  
Patrick Cruitt ◽  
Patrick Hill ◽  
Thomas Oltmanns
Keyword(s):  
Cognitive Ability ◽  
Cognitive Aging ◽  
Memory Task ◽  
Later Life ◽  
Current Investigation ◽  
Obsessive Compulsive ◽  
Cross Sectional ◽  
Neo Five Factor Inventory ◽  
Cognitive Problems ◽  
Aging Network

Abstract Research on the relationship between normal-range personality and cognitive aging has demonstrated consistent, but modest, effects. The current investigation seeks to increase our understanding of unhealthy cognitive aging by examining the maladaptive extremes of personality. Borderline and avoidant personality disorder (PD), but not obsessive-compulsive PD, were hypothesized to show prospective associations with cognitive aging. The current investigation tested this hypothesis in two longitudinal studies of older adulthood: the Alzheimer’s Disease Research Center cohort (ADRC, N = 434, Mage = 69.95, 56% women) and the St. Louis Personality and Aging Network study (SPAN, N = 1,058, Mage = 65.92, 54% women). The ADRC study administered a battery of neuropsychological tests to assess cognitive ability/memory. Borderline PD was measured with a composite derived from the NEO Five Factor Inventory. The SPAN study administered self-, informant, and interview measures of the three PDs, a free recall memory task, and an informant report measure of cognitive problems. Borderline PD features exhibited cross-sectional correlations with memory (ADRC: r = -.11; SPAN: all rs = -.08), general cognitive ability (ADRC: r = -.11), and informant reported cognitive problems (rs ranged from .15 to .39). These features also prospectively predicted changes in cognitive problems (Std. bs = .13 and .15), but not in memory or cognitive ability. Avoidant and obsessive-compulsive PD exhibited little association with cognitive aging. These findings suggest that borderline PD features may interfere with cognitive maintenance interventions. Furthermore, they argue for the development of PD treatments adapted for the context of later life.

scholarly journals The Heritability of Cognitive Aging: A Systematic Review of Longitudinal Twin Studies

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 1026-1026
Author(s):  
Alice Kim ◽  
Alyssa Kam ◽  
Maxwell Kofman ◽  
Christopher Beam
Keyword(s):  
Systematic Review ◽  
Cognitive Ability ◽  
Cognitive Performance ◽  
Cognitive Aging ◽  
Environmental Influences ◽  
Twin Studies ◽  
Genetic Influences ◽  
Environmental Variance ◽  
Meta Analyses ◽  
Adult Twins

Abstract Heritability of cognitive ability changes across late adulthood, although whether genetic variance increases or decreases in importance is not understood well. We performed a systematic review of the heritability of cognitive ability derived from longitudinal twin studies of middle-aged and older adult twins. Using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, articles were identified in APA PsycINFO and Clarivate Web of Science electronic databases. Identified articles were screened by title and abstract; remaining full-text articles were then fully evaluated. Reference sections served as an additional method for identification of relevant articles. In total, 3,106 articles were identified and screened, 28 of which were included and were based on data from 10 longitudinal twin studies published from 1994-2021. There are large genetic influences on an initial level of cognitive performance across domains whereas there are small to moderate genetic influences on change in performance with age. Evidence was less definitive about whether the same or different genetic factors contribute to both level and change. Non-shared environmental influences appeared to drive individual changes in cognitive performance. Heritability tended to either be stable or decline after 65 years, possibly because of the increasing importance of non-shared environmental influences on cognitive ability. Recent studies report increases in heritability across specific subtests and domains. Shared environmental variance accounted for little variance in cognitive ability. Emerging research questions and future directions for understanding genetic and environment influences in the context of gene-environment interplay are highlighted in this review.

scholarly journals Intellectual engagement and cognitive ability in later life (the “use it or lose it” conjecture): longitudinal, prospective study

BMJ ◽  
2018 ◽  
pp. k4925 ◽  
Author(s):  
Roger T Staff ◽  
Michael J Hogan ◽  
Daniel S Williams ◽  
L J Whalley
Keyword(s):  
Life Course ◽  
Cognitive Decline ◽  
Cognitive Ability ◽  
Cognitive Performance ◽  
Processing Speed ◽  
Verbal Memory ◽  
Later Life ◽  
Cognitive Test ◽  
Intellectual Engagement ◽  
Age Related

Abstract Objectives To examine the association between intellectual engagement and cognitive ability in later life, and determine whether the maintenance of intellectual engagement will offset age related cognitive decline. Design Longitudinal, prospective, observational study. Setting Non-clinical volunteers in late middle age (all born in 1936) living independently in northeast Scotland. Participants Sample of 498 volunteers who had taken part in the Scottish Mental Health Survey of 1947, from one birth year (1936). Main outcome measures Cognitive ability and trajectory of cognitive decline in later life. Typical intellectual engagement was measured by a questionnaire, and repeated cognitive measurements of information processing speed and verbal memory were obtained over a 15 year period (recording more than 1200 longitudinal data points for each cognitive test). Results Intellectual engagement was significantly associated with level of cognitive performance in later life, with each point on a 24 point scale accounting for 0.97 standardised cognitive performance (IQ-like) score, for processing speed and 0.71 points for memory (both P<0.05). Engagement in problem solving activities had the largest association with life course cognitive gains, with each point accounting for 0.43 standardised cognitive performance score, for processing speed and 0.36 points for memory (both P<0.05). However, engagement did not influence the trajectory of age related decline in cognitive performance. Engagement in intellectual stimulating activities was associated with early life ability, with correlations between engagement and childhood ability and education being 0.35 and 0.22, respectively (both P<0.01). Conclusion These results show that self reported engagement is not associated with the trajectory of cognitive decline in late life, but is associated with the acquisition of ability during the life course. Overall, findings suggest that high performing adults engage and those that engage more being protected from relative decline.

scholarly journals Contemporary Approaches to the Study of Cognitive Aging

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 575-576
Author(s):  
Gizem Hueluer ◽  
Elizabeth A L Stine-Morrow
Keyword(s):  
Cognitive Functioning ◽  
Cognitive Performance ◽  
Old Age ◽  
Age Differences ◽  
Adult Development ◽  
Cognitive Aging ◽  
Practical Importance ◽  
Cognitive Change ◽  
Cognitive Status ◽  
Age Related

Abstract Cognitive aging research is gaining societal and practical importance because of population aging. Current research is focused on describing age differences and age-related changes in cognitive performance, understanding potential causes underlying these differences and changes, and identifying factors that promote maintenance of cognitive functioning in old age. The goal of this research group is to showcase new developments in research studying age differences in cognitive performance and longitudinal cognitive change in the second half of life. Hülür et al. examine associations between midlife occupational factors and trajectories of cognitive change using data from the German Interdisciplinary Longitudinal Study of Adult Development and Aging (ILSE). Luo et al. use 12-year longitudinal data from 499 older participants in ILSE to study bidirectional associations between social relationships and cognitive performance. Small et al. examine the correspondence between objective and subjective cognitive performance, and measures of fatigue and depressed mood in experience sampling data from breast cancer survivors. Haas et al. compare laboratory and at-home online assessments of cognitive status and prospective memory over the adult lifespan and evaluate the quality of self-administered tests. The discussion by Elizabeth Stine-Morrow will focus on how these approaches contribute to our understanding of processes of cognitive aging and how they can be utilized to promote maintenance of cognitive functioning in old age.

scholarly journals Diversity may help the uninterested: Evidence that exposure to counter-stereotypes promotes cognitive reflection for people low (but not high) in need for cognition

2018 ◽  
Vol 22 (8) ◽  
pp. 1079-1093 ◽  
Author(s):  
Ekaterina Damer ◽  
Thomas L. Webb ◽  
Richard J. Crisp
Keyword(s):  
Cultural Diversity ◽  
Cognitive Performance ◽  
Cognitive Activity ◽  
Need For Cognition ◽  
Cognitive Reflection ◽  
Consistent Support

Previous theorizing and research has linked exposure to counter-stereotypical diversity (e.g., an Oxford-educated bricklayer) to enhanced cognitive performance and creativity. However, it is unclear whether people’s motivation to cognitively engage with the counter-stereotypical information (i.e., need for cognition [NFC]) influences this effect. Across three experiments ( N = 887) we found consistent support for the idea that exposure to counter-stereotypes (CSTs) promotes cognitive reflection for people low in NFC ( d+ = .34). In contrast, people high in NFC showed decreased cognitive reflection after being exposed to CSTs ( d+ = −.18), although the evidence for the latter effect was weak. These findings suggest that exposure to CSTs can promote cognitive reflection unless people have a strong desire to understand and predict outcomes and events, in which case exposure to CSTs may backfire. Taken together, we conclude that motivation to engage in cognitive activity may be an important consideration for research and interventions involving social and cultural diversity.

Sign in / Sign up

Export Citation Format

Share Document