Comparing age effects in normally and extremely highly educated and intellectually engaged 65 - 80 year-olds: potential protection from deficit through educational and intellectual activities across the lifespan

Kein Vorschaubild vorhanden
Autor:innen
Martin, Mike
Autor:in (Körperschaft)
Publikationsdatum
2009
Typ der Arbeit
Studiengang
Sammlung
Institut Primarstufe
Komplettanzeige
Typ
01A - Beitrag in wissenschaftlicher Zeitschrift
Herausgeber:innen
Herausgeber:in (Körperschaft)
Betreuer:in
Übergeordnetes Werk
Current Aging Science
Themenheft
DOI der Originalpublikation
https://doi.org/10.2174/1874609810902030200
URI
https://irf.fhnw.ch/handle/11654/33642
Link
Reihe / Serie
Reihennummer
Jahrgang / Band
2
Ausgabe / Nummer
3
Seiten / Dauer
200-204
Patentnummer
Verlag / Herausgebende Institution
Bentham
Verlagsort / Veranstaltungsort
Auflage
Version
Programmiersprache
Abtretungsempfänger:in
Praxispartner:in/Auftraggeber:in
Zusammenfassung
Education and cognitive activity have been suggested to protect against cognitive decline in old age. However, little is known about the long-term effects of extremely high levels of education and intellectual activity across the lifespan. The present study investigated the extent to which these two variables may moderate the age-related differences in cognitive performance in old adults. Therefore, story recall, paired-associates learning, reading span and letter digit performance of 62 university professors (mean age = 72.47) were compared with those of a representative sample of 196 participants of the Zurich Longitudinal Study of Cognitive Aging (mean age = 73.04). The results demonstrate that the highly educated sample performed significantly better than the normally educated sample in the paired- associates learning and reading span test. Furthermore, age effects were found in the letter digit as well as in the paired-associates learning test. While the normally educated sample demonstrated an age- related decrease in the paired-associates learning test, the performance of the highly educated sample actually increased with increasing age. These findings suggest that extremely high levels of education and intellectual activity may postpone age-related deficits in pairedassociates learning tasks, but not in speed of processing tasks.
Schlagwörter
Fachgebiet (DDC)
300 - Sozialwissenschaften
Projekt
Veranstaltung
Startdatum der Ausstellung
Enddatum der Ausstellung
Startdatum der Konferenz
Enddatum der Konferenz
Datum der letzten Prüfung
ISBN
ISSN
1874-6098
1874-6128
Sprache
Englisch
Während FHNW Zugehörigkeit erstellt
Nein
Zukunftsfelder FHNW
Publikationsstatus
Veröffentlicht
Begutachtung
Peer-Review der ganzen Publikation
Open Access-Status
Lizenz
Zitation
SCHUMACHER ALVELO, Vera und Mike MARTIN, 2009. Comparing age effects in normally and extremely highly educated and intellectually engaged 65 - 80 year-olds: potential protection from deficit through educational and intellectual activities across the lifespan. Current Aging Science. 2009. Bd. 2, Nr. 3, S. 200–204. DOI 10.2174/1874609810902030200. Verfügbar unter: https://irf.fhnw.ch/handle/11654/33642
Komplettanzeige