Critical periods for cognitive reserve building activities for late life global cognition and cognitive decline: the Sydney memory and aging cohort study.
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| Title: | Critical periods for cognitive reserve building activities for late life global cognition and cognitive decline: the Sydney memory and aging cohort study. |
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| Authors: | Litkouhi, Princess Neila (AUTHOR), Numbers, Katya (AUTHOR), Valenzuela, Michael (AUTHOR), Crawford, John D (AUTHOR), Lam, Ben C. P. (AUTHOR), Litkouhi, Princess Noosha (AUTHOR), Sachdev, Perminder S. (AUTHOR), Kochan, Nicole A. (AUTHOR), Brodaty, Henry (AUTHOR) |
| Source: | Aging, Neuropsychology & Cognition. May2024, Vol. 31 Issue 3, p387-403. 17p. |
| Subjects: | Cognition disorders, Age factors in memory, Cognition, Young adults, Cohort analysis, Cognitive testing |
| Abstract: | Cognitive, social, and physical activities, collectively linked to cognitive reserve, are associated with better late-life cognitive outcomes. To better understand the building of cognitive reserve, we investigated which of these activities, during which stages of life, had the strongest associations with late-life cognitive performance. From the Sydney Memory and Aging Study, 546 older Australians, who were community-dwelling and without a dementia diagnosis at recruitment (Mage 80.13 years, 52.2% female), were asked about their engagement in social, physical, and cognitive activities throughout young adulthood (YA), midlife (ML), and late-life (LL). Comprehensive neuropsychological testing administered biennially over 6 years measured baseline global cognition and cognitive decline. In our study, YA, but not ML nor LL, cognitive activity was significantly associated with late-life global cognition (β = 0.315, p <.001). A follow-up analysis pointed to the formal education component of the YA cognitive activity measure, rather than YA cognitive leisure activities, as a significant predictor of better late-life global cognition (β = 0.146, p =.003). YA social activity and LL cognitive activity were significantly associated with less cognitive decline (β = 0.023, p <.001, and β = 0.016, p =.022, respectively). Physical activity was not found to be associated with global cognition or cognitive decline. Overall, YA cognitive activity was associated with better late-life cognition, and YA social and LL cognitive activities were associated with less cognitive decline. Formal education emerges as the key contributor in the association between YA cognitive activity and late-life global cognition. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Cognitive, social, and physical activities, collectively linked to cognitive reserve, are associated with better late-life cognitive outcomes. To better understand the building of cognitive reserve, we investigated which of these activities, during which stages of life, had the strongest associations with late-life cognitive performance. From the Sydney Memory and Aging Study, 546 older Australians, who were community-dwelling and without a dementia diagnosis at recruitment (Mage 80.13 years, 52.2% female), were asked about their engagement in social, physical, and cognitive activities throughout young adulthood (YA), midlife (ML), and late-life (LL). Comprehensive neuropsychological testing administered biennially over 6 years measured baseline global cognition and cognitive decline. In our study, YA, but not ML nor LL, cognitive activity was significantly associated with late-life global cognition (β = 0.315, p <.001). A follow-up analysis pointed to the formal education component of the YA cognitive activity measure, rather than YA cognitive leisure activities, as a significant predictor of better late-life global cognition (β = 0.146, p =.003). YA social activity and LL cognitive activity were significantly associated with less cognitive decline (β = 0.023, p <.001, and β = 0.016, p =.022, respectively). Physical activity was not found to be associated with global cognition or cognitive decline. Overall, YA cognitive activity was associated with better late-life cognition, and YA social and LL cognitive activities were associated with less cognitive decline. Formal education emerges as the key contributor in the association between YA cognitive activity and late-life global cognition. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 13825585 |
| DOI: | 10.1080/13825585.2023.2181941 |
