Abstract
Cognitive 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.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 615-624 |
| Number of pages | 10 |
| Journal | Journal of the International Neuropsychological Society |
| Volume | 17 |
| Issue number | 4 |
| DOIs | |
| State | Published - Jul 2011 |
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Keywords
- Aging
- Alzheimer's disease
- Cerebrovascular disorders
- Cognitive reserve
- Multivariate analysis
- Neuropsychological test battery
ASJC Scopus subject areas
- Clinical Neurology
- Psychiatry and Mental health
- Clinical Psychology
- Neuroscience(all)
Cite this
Cognitive activities during adulthood are more important than education in building reserve. / Reed, Bruce R; Dowling, Maritza; Tomaszewski Farias, Sarah E; Sonnen, Joshua; Strauss, Milton; Schneider, Julie A.; Bennett, David A.; Mungas, Dan M.
In: Journal of the International Neuropsychological Society, Vol. 17, No. 4, 07.2011, p. 615-624.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Cognitive activities during adulthood are more important than education in building reserve
AU - Reed, Bruce R
AU - Dowling, Maritza
AU - Tomaszewski Farias, Sarah E
AU - Sonnen, Joshua
AU - Strauss, Milton
AU - Schneider, Julie A.
AU - Bennett, David A.
AU - Mungas, Dan M
PY - 2011/7
Y1 - 2011/7
N2 - Cognitive 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.
AB - Cognitive 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.
KW - Aging
KW - Alzheimer's disease
KW - Cerebrovascular disorders
KW - Cognitive reserve
KW - Multivariate analysis
KW - Neuropsychological test battery
UR - http://www.scopus.com/inward/record.url?scp=79960202906&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=79960202906&partnerID=8YFLogxK
U2 - 10.1017/S1355617711000014
DO - 10.1017/S1355617711000014
M3 - Article
VL - 17
SP - 615
EP - 624
JO - Journal of the International Neuropsychological Society
JF - Journal of the International Neuropsychological Society
SN - 1355-6177
IS - 4
ER -