Positive impact of cognitive reserve on the dynamics of selected cognitive functions in a 3-month follow-up of adult Poles
Notice bibliographique
Résumé
https://orcid.org/0000-0003-3383-0353 Introduction: David Snowden’s 25-year longitudinal Nun Study has contributed to the ongoing interest in the relationship between cognitive reserve and cognitive performance in adults. The term “cognitive reserve” refers to the capital of knowledge and skills. Greater cognitive reserve accounts for good baseline cognitive status of adults and may translate into successful aging. Therefore, research was undertaken to assess the role of cognitive reserve and age in shaping the results of tests assessing cognitive functions and self-report methods. Methods: The study was conducted among adult Poles (N = 80) and involved two measurements (at baseline and after 3 months). The cognitive reserve index included self-report data on past and present involvement in various areas of life, years of occupational activity, level of formal education and occupational status. Each of these categories was scored. Cognitive functions were assessed twice using verbal fluency tests, the Wechsler Adult Intelligence Scale – Revised (WAIS-R) subtests, the Zoo Map subtest, the Trail Making Test (TMT), self-report tools such as the Dysexecutive Questionnaire – Self (DEX-S) and the Prospective and Retrospective Memory Questionnaire (PRMQ), as well as the Beck Depression Inventory (BDI-II). Results: Age was negatively correlated with test results, while greater cognitive reserve contributed to better outcomes, which was observed both at baseline and follow-up. The same assessments performed separately for the group of younger (≤55 years of age) and older (≥56 years) adults revealed the negative effect of age in the older group, with less pronounced positive effect of cognitive reserve. Discussion: The results correspond to previous findings. Attention, cognitive flexibility, working memory and planning abilities deteriorate with age. High levels of cognitive reserve account for improvement of these functions both at baseline and at 3 months. However, age, the negative role of which is particularly evident in individuals aged ≥56 years, is the strongest determinant of task performance. Conclusions: The relationship between deteriorated cognitive functions and the protective role of cognitive reserve may vary at different stages of adulthood. Adverse effects of age on cognitive abilities are more pronounced, while the protective effects of cognitive reserve cease in individuals aged ≥56 years. This may indicate that in the presence of other unfavourable factors, such as multimorbidity, cognitive reserve has no significant impact on the ageing trajectory.
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,006 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,001 |
| Bibliométrie | 0,001 | 0,003 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».