Idea Density Measured in Late Life Predicts Subsequent Cognitive Trajectories: Implications for the Measurement of Cognitive Reserve

Farias, Sarah E Tomaszewski; Chand, Vineeta; Bonnici, Lisa; Baynes, Kathleen; Harvey, Danielle; Mungas, Dan M; Simon, Christa; Reed, Bruce R

doi:10.1093/geronb/gbr162

Cited by 44 publications

(26 citation statements)

References 30 publications

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“…It is noteworthy that this figure does not express a relation necessarily found between CR and these studied topics. At least in the last five years, researches on the Cognitive Reserve orbited around 7 topics: Cognitive Function [9][10][11][12][18][19][20][21][22]56 , Brain Structure 8,[27][28][29]35,37,39,42,47,49,58,59,65 , New Methods of Measure 36,48,50,60,66 , Life Habits [13][14][15][16][17]25,[30][31][32]34,43,46,52,64 , Life Events 44,45 , Cognitive Decline 26,33,38,40,41,51,…”

Section: Resultsmentioning

confidence: 99%

Cognitive reserve in elderly: neuropsychological aspects and the education role in the latest findings

Dias¹,

Silva²,

Alvez

2015

Rev. Med. (São Paulo)

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The elderly population is growing worldwide, and therefore cognitive decline and dementia is a major problem for healthcare system. However, many elders do not develop dementia or significant cognitive impairment even though present brain lesions, such as cortical atrophy and/or lesions, leading to the concept of Cognitive Reserve (CR). The main objective of this review is to establish the recent findings of CR in elderly cognition and explore some of the cognitive markers related to CR. In order to accomplish that we carried out a search for papers published either in English or Portuguese language in the last 5 years in the Medline database using as keywords cognitive reserve, elderly and aging/ageing. We filtered 14 studies that specifically approached the neuropsychological aspects (e.g, memory, attention, orientation, executive function) and reviewed them in detail. Based on these papers regarding old-aged individuals, education appears to have several implications on CR by strengthening cognitive abilities, however does not appear to impact on cognitive decline. Besides, we realized that cognitive performance is one of the form to measure CR, even though the methods cannot be standardized, which may be the cause of some varied conclusions. Regarding CR, education was the most prevalent measure, and CR seems to have a beneficial effect on executive function and episodic memory and it seems to act by both neural reserve and neural compensation. Print exposure appears as a potential variable positively related to cognitive performance and CR.

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Section: Resultsmentioning

confidence: 99%

Cognitive reserve in elderly: neuropsychological aspects and the education role in the latest findings

Dias¹,

Silva²,

Alvez

2015

Rev. Med. (São Paulo)

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“…Low scores on both tests indicate less idea generation than that of HOAs and support earlier findings of less idea density in written and oral narratives. This was the case with the young nuns in the study by Snowden et al (1996) and individuals with clinically diagnosed MCI in the studies of Farias et al (2012) and Mueller et al (2016).…”

Section: Concept Definition and Object Description Subtestsmentioning

confidence: 82%

Language Performance of Individuals at Risk for Mild Cognitive Impairment

McCullough

Bayles

Bouldin

2019

J Speech Lang Hear Res

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Purpose: Evidence exists that changes in language performance may be an early indicator of mild cognitive impairment (MCI), often a harbinger of dementing disease. The purpose of this study was the evaluation of language performance in individuals at risk for MCI by virtue of age and self-concern and its relation to performance on tests of memory, visuospatial function, and mental status. Method: Eighty-three individuals 55 years or older were administered the Arizona Battery for Communication Disorders of Dementia (Bayles & Tomoeda, 1993), a standardized battery with normative data from 86 healthy older adults (HOAs) and 86 individuals with Alzheimer's dementia, the most common dementing disease. A performance criterion of 1-1.5 SDs below the mean of HOAs defined MCI, as recommended in the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition. We hypothesized that (a) the majority of at-risk participants would score 1 SD or more below the mean of HOAs on 1 or more subtests and (b) language performance tests would present a greater challenge than memory, mental status, and visuospatial construction tests. Results: Both hypotheses were confirmed. Sixty-two participants (74.6%) met the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition, criteria on at least 1 subtest. Moreover, language subtests were those most likely to elicit a performance 1 SD or more below the mean of HOAs. Conclusions: Language performance deficits can appear early before impairment in episodic memory, visuospatial construction ability, or mental status in individuals at risk for MCI. Speech-language pathologists are uniquely qualified to identify subtle changes in language, and standardized language tests with normative data should be used when testing for MCI.

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“…In other adult language research, a number of studies have demonstrated relationships between PD in early adult life and cognition in late life (Engelman et al, 2010;Iacono et al, 2009;Kemper et al, 2001;Riley et al, 2005). Farias et al (2012) recently reported a significant association between low PD measured in late life and steeper subsequent declines in cognitive function. Many authors describe proposition density as an index of "cognitive reserve" or a buffer against the effects of neuropathology (Chand et al, 2012;Engelman et al, 2010;Iacono et al, 2009;Snowdon et al, 1996).…”

Section: Discussionmentioning

confidence: 99%

“…For example, propositional analyses have been done using written samples and oral samples, different types of oral-language sampling (e.g., interviews, story recall, picture description, filmstrip narration, personal narratives), different sample lengths, and different measurement techniques (e.g., total number of essential propositions, proposition complexity index, proposition density). Some studies of proposition density report the number of expressed propositions divided by the number of words (Brown, Snodgrass, & Covington, 2007;Bryant et al, 2013;Covington, 2007;Ferguson et al, 2013;Roark, Mitchell, Hosom, Hollingshead, & Kaye, 2011), whereas others report the number of ideas per 10 words Cunha, Sousa, Mansur, & Aluisio, 2015;Farias et al, 2012;Kemper, Greiner, Marquis, Prenovost, & Mitzner, 2001) and in some cases use just the last 10 sentences of the samples (Engelman, Agree, Meoni, & Klag, 2010;Riley, Snowdon, Desrosiers, & Markesbery, 2005;Snowdon et al, 1996). Comparisons of results across studies require careful consideration of all these possible variables, which can make it challenging to synthesize, replicate, and build on the findings.…”

mentioning

confidence: 99%