Although many people would agree with the proposition that factors in early life can have profound consequences for a person's health and well-being in later life, the extent of this relationship and the mechanisms that underlie it are debatable. This is especially true when considering how childhood and even gestation might affect outcomes seven or eight decades later. We know that aging is associated with great variability in cognitive and physical health, yet attempts to explain this variability have largely been limited to a few genetic factors and a host of exposures measured in mid-and late-life. Increasing attention, however, is being drawn to the ways in which development and aging may be linked. In PNAS, Walhovd et al.(1) provide novel observations on how early-life events are related to pervasive lifelong effects on brain and cognition.Cognitive abilities in older people are highly variable between individuals but tend to be consistent across cognitive domains within individuals (2). Put simply, some people do better than others in general; those with preserved memory also tend to show preservation in language, perceptual speed, and visuospatial ability. This finding is consistent with studies of intelligence through the lifespan, with a general intelligence factor, or g, explaining considerable variance across many different cognitive abilities. The source of this age-related variability is often ascribed to clinical and preclinical age-related brain disease along with "brain aging," a poorly understood process that affects multiple neural systems (3). Both genes and the environment drive these processes, and their effects on behavior and cognition may be mediated by another factor, defined as "brain reserve." Brain reserve is a construct that cannot be directly measured; its presence is inferred through the observation that individuals show different behavioral responses to similar levels of brain pathology (4). One of the proxy variables used to assess brain reserve has been educational attainment, with the supposition that those with more education have been endowed with greater neural resources to withstand the effects of neurological disease (Fig. 1). Although reserve may encompass dynamic or plastic responses to aging and disease, here we are discussing what are presumably static processes present throughout much of life.This model has been tested by measuring the effects of Alzheimer's disease (AD) brain pathology. Convincing data across different cohorts have shown that higher levels of education are not associated with differential neuropathology, but are associated with less dementia risk and less-severe cognitive change in the face of such pathology (5). These data have been widely interpreted as the effects of brain reserve, measured as educational attainment, limiting the behavioral effects of age-related neuropathology. However, this model is unsatisfying because it is devoid of underlying neural mechanisms with limited understanding of the environmental and genetic factors that might un...