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
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Autor:innen
Martin, Mike
Autor:in (Körperschaft)
Publikationsdatum
2009
Typ der Arbeit
Studiengang
Sammlung
Typ
01A - Beitrag in wissenschaftlicher Zeitschrift
Herausgeber:innen
Herausgeber:in (Körperschaft)
Betreuer:in
Übergeordnetes Werk
Current Aging Science
Themenheft
DOI der Originalpublikation
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)
Veranstaltung
Startdatum der Ausstellung
Enddatum der Ausstellung
Startdatum der Konferenz
Enddatum der Konferenz
Datum der letzten Prüfung
ISBN
ISSN
1874-6098
1874-6128
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, V., & Martin, M. (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, 2(3), 200–204. https://doi.org/10.2174/1874609810902030200