Contribution of education, occupation and cognitively stimulating activities to the formation of cognitive reserve

Baldivia, Beatriz; Andrade, Vivian Maria; Bueno, Orlando Francisco Amodeo

doi:10.1590/s1980-57642009dn20300003

Cited by 69 publications

(46 citation statements)

References 90 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…56 In addition, some authors argued that if participants engaged in cognitively stimulating activities such as completing puzzles, reading, or learning new games or activities as they are aging or postinjury, this would increase their cognitive reserve. 57,58 Interestingly, the large effect size found for the association between caregivers’ AS and cognitive decline of individuals with TBI is equal to or even greater than the medium to large effect size found in cognitive reserve studies. 59,60 …”

Section: Discussionmentioning

confidence: 95%

Association Between Long-Term Cognitive Decline in Vietnam Veterans With TBI and Caregiver Attachment Style

Guevara

Démonet

Polejaeva

et al. 2015

Journal of Head Trauma Rehabilitation

View full text Add to dashboard Cite

Objective To examine whether a caregiver's attachment style is associated with patient cognitive trajectory after traumatic brain injury (TBI). Setting National Institute of Neurological Disorders and Stroke, National Institutes of Health, Bethesda, Maryland. Participants Forty Vietnam War veterans with TBI and their caregivers. Main Outcome Measure Cognitive performance, measured by the Armed Forces Qualification Test percentile score, completed at 2 time points: preinjury and 40 years postinjury. Design On the basis of caregivers’ attachment style (secure, fearful, preoccupied, dismissing), participants with TBI were grouped into a high or low group. To examine the association between cognitive trajectory of participants with TBI and caregivers’ attachment style, we ran four 2 × 2 analysis of covariance on cognitive performances. Results After controlling for other factors, cognitive decline was more pronounced in participants with TBI with a high fearful caregiver than among those with a low fearful caregiver. Other attachment styles were not associated with decline. Conclusion and Implication Caregiver fearful attachment style is associated with a significant decline in cognitive status after TBI. We interpret this result in the context of the neural plasticity and cognitive reserve literatures. Finally, we discuss its impact on patient demand for healthcare services and potential interventions.

show abstract

Section: Discussionmentioning

confidence: 95%

Association Between Long-Term Cognitive Decline in Vietnam Veterans With TBI and Caregiver Attachment Style

Guevara

Démonet

Polejaeva

et al. 2015

Journal of Head Trauma Rehabilitation

View full text Add to dashboard Cite

show abstract

“…Os modelos atuais retratam que o envelhecimento quando acompanhado por um estilo de vida saudável e, principalmente entre aqueles com maior nível socioeconômico e de educação, tende a contribuir e manter a eficiência cognitiva global. Assim, os anos de educação formal seriam indicadores da capacidade do cérebro em manter uma reserva cognitiva, e na habilidade de recrutamento de redes cognitivas (Stern, 2009), dados corroborados por algumas pesquisas com população clínica idosa que analisam os prejuízos no desempenho cognitivo relacionados aos níveis de escolaridade inferior (Baldivia, Andrade, & Bueno, 2008;Katzman, 1993).…”

Section: Discussionunclassified

Diferenças quanto à escolaridade em adultos no desempenho no teste de cancelamento dos sinos

Silva¹,

Cardoso

Fonseca

2012

Estud. psicol. (Natal)

View full text Add to dashboard Cite

O papel de variáveis sociodemográficas na cognição humana, em especial da escolaridade, vem sendo estudado em indivíduos saudáveis. Esta pesquisa objetivou verificar se há diferenças entre grupos de diferentes níveis educacionais no processamento atencional visual avaliado pelo Teste de Cancelamento dos Sinos. Participaram 124 adultos jovens, distribuídos em três grupos, 5-8, 9-11 e 12 ou mais anos de educação formal, emparelhados por idade. As variáveis de acurácia e tempo, assim como os resultados qualitativos de estratégias utilizadas, foram comparados entre grupos (ANCOVA One-Way e Qui-quadrado). Observou-se uma discrepância entre dados quantitativos e qualitativos. Os grupos de diferentes escolaridades não se diferenciaram entre si quanto a acurácia e tempo; houve, porém, diferenças significativas quanto à distribuição de participantes por coluna em que o primeiro sino foi cancelado e pelas estratégias de cancelamento utilizadas. Novos estudos são relevantes com grupos de diferentes idades e com populações clínicas neurológicas e/ou psiquiátricas.

show abstract

“…Factors thought to contribute to reserve (sometimes called proxies but referred to here as contributors) are education level, occupational complexity, Intelligence Quotient (IQ), cognitively stimulating activities, bilingualism, socioeconomic status (SES), physical activity, and social support. Greater reserve capacity, resulting from an increased lifetime engagement in these contributors is hypothesized to protect against cognitive decline, accumulation of neuropathology, and onset of AD (Baldivia et al, 2008;Barulli and Stern, 2013;Calvo et al, 2016;Stern, 2012, the reserve key terms (i.e. "cognitive reserve", "brain reserve", and "reserve") with each contributor to reserve that we considered in the review: 1) "IQ" or "intelligence quotient"; 2) "education"; 3) "occupational complexity" OR "occupation"; 4) "cognitively stimulating activities" OR "cognitive stimulation" OR "cognitive activity" OR "cognitive activities"; 5) "bilingualism" OR "multilingualism"; 6) "socioeconomic status" OR "SES"; 7) "physical activity" OR "exercise"; 8) "social support" OR "socialization" OR "marital status".…”

Section: Introductionmentioning

confidence: 99%

Sex differences in cognitive reserve: implications for Alzheimer’s Disease in women

Subramaniapillai¹,

Almey²,

Mn³

et al. 2020

Preprint

View full text Add to dashboard Cite

Women represent ⅔ of the cases of Alzheimer’s disease (AD). Current research has focused on differential risks to explain higher rates of AD in women. However, factors that reduce risk for AD, like cognitive reserve, are less well explored. We asked: what is known about sex differences in how cognitive reserve mitigates risk for AD? To address this, we conducted a narrative review of the literature. Keywords were: “sex/gender differences”, “cognitive/brain reserve”, “Alzheimer’s Disease”, and the following cognitive reserve contributors: “education”, “IQ”, “occupation”, “cognitive stimulation”, “bilingualism”, “socioeconomic status”, “physical activity”, “social support”. Fifteen papers disaggregated their data by sex. Those papers observed sex differences in cognitive reserve contributors. There is also evidence that a subset of women may have greater resistance to AD, possibly due to greater cognitive reserve. We discuss how traditional cognitive reserve contributors are gendered and may not capture factors that support cognition in aging women.

show abstract

Contribution of education, occupation and cognitively stimulating activities to the formation of cognitive reserve

Cited by 69 publications

References 90 publications

Association Between Long-Term Cognitive Decline in Vietnam Veterans With TBI and Caregiver Attachment Style

Association Between Long-Term Cognitive Decline in Vietnam Veterans With TBI and Caregiver Attachment Style

Diferenças quanto à escolaridade em adultos no desempenho no teste de cancelamento dos sinos

Sex differences in cognitive reserve: implications for Alzheimer’s Disease in women

Contact Info

Product

Resources

About