Age-associated changes in cognitive function in highly educated adults: emerging myths and realities.
The effects of education and continued intellectual engagement on age-associated cognitive change were investigated in a sample of 102 members of the professional and college communities in the metro Atlanta Georgia area (ages 30-76). All participants were administered a 60-minute battery that measured different aspects of memory, intelligence and cognitive performance. Age-associated declines in performance were detected on the digit symbol measure of intelligence. Conversely, positive but non-significant trends were detected on the picture completion, arithmetic and similarities subtests. Age effects were also noted on some measures of the Wisconsin Card Sorting Test and both versions of the Trail Making Test. The findings suggest that at least among the highly educated, certain cognitive abilities may receive some degree of amelioration as a consequence of continued intellectual engagement. However, the effects may be associated more with compensation rather than protection against the effects of ageing.
Compton
D M
DM
Georgia College & State University, Milledgeville, Georgia 31061, USA. dcompton@mail.gcsu.edu
Bachman
L D
LD
Brand
D
D
Avet
T L
TL
D000328:Adult; D000368:Aged / Q000502:physiology* / Q000523:psychology*; D000375:Aging / Q000502:physiology* / Q000523:psychology*; D003071:Cognition / Q000502:physiology*; D003072:Cognition Disorders / Q000175:diagnosis / Q000517:prevention & control* / Q000523:psychology*; D004522:Educational Status; D005178:Faculty; D005260:Female; D006801:Humans; D007360:Intelligence; D008297:Male; D008568:Memory; D008875:Middle Aged; D015999:Multivariate Analysis; D009483:Neuropsychological Tests; D012494:Sampling Studies