Age and literacy may protect against loss of cognitive function, according to research published in Neuropsychologia.
A team of researchers, led by BRC supported Professor Lisa Cipolotti and Dr Sarah MacPherson from the University of Edinburgh, investigated the 'cognitive reserve' hypothesis in a sample of 86 patients with focal, unilateral frontal lesions and 142 healthy controls.
The cognitive reserve hypothesis states that individuals with higher cognitive reserve proxies such as higher levels of education or literacy are more resilient to symptoms of dementia despite enduring the same brain deterioration as others who do show symptoms of dementia. This research extends the hypothesis by testing individuals with brain damage due to stroke or brain tumour.
The team found that NART (National Adult Reading Test) IQ accounts for a larger proportion of variance in executive and naming skills; and that age predicts performance on executive, fluid intelligence; speed; and perception tests.
The findings are particularly relevant for cognitive rehabilitation as there is a lack of reliable indicators that predict cognitive outcomes in stroke and brain tumour patients. Professor Cipolotti said: “Our study suggests that both younger age; and higher literacy attainment can protect against executive dysfunction which, in turn, may affect long term cognitive outcomes. As a result, we suggest that age and literacy attainment are considered when deciding whether individuals should be included in cognitive rehabilitation programmes.”
Participants undertook a series of neuropsychological tests assessing reasoning; executive functions such as response initiation and inhibition; working memory; naming and processing speed; and whether literacy and education levels predicted performance.
Previous research suggests certain life experiences may protect against the effects of aging or dementia on the brain. Potentially protective factors include a higher level of education, higher literacy skills, taking part in physically or mentally challenging activities or social activities. If an older person has a high level of education or engages in activities such as reading books, walking, or visiting friends, they may be more resilient to changes in the brain resulting from aging or dementia compared to another person who has a lower level of education or who does not exercise or engage in social activities. These factors are only some that contribute towards an individuals’ cognitive reserve. The findings underpin the concept of cognitive reserve as a multidimensional construct with different proxies offering distinct contributions to performance on different cognitive measures.
