On whether the environmental enrichment may provide cognitive and brain reserves

Petrosini, Laura; Bartolo, Paola De; Foti, Francesca; Gelfo, Francesca; Cutuli, Debora; Leggio, Maria; Mandolesi, Laura

doi:10.1016/j.brainresrev.2009.07.002

Cited by 200 publications

(139 citation statements)

References 178 publications

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“…The present study shows that this prolonged bilingual experience leads to enhanced WM connectivity, which may be one mechanism underlying the bilingual advantage observed in EF performance. This finding is consistent with the idea that enriched experience contributes to brain reserve by protecting WM against age-related deterioration (Petrosini et al, 2009). In the present study, bilingualism was related to maintenance of WM integrity in older adults, primarily as a result of less radial diffusivity, implying that lifelong experience with enhanced cognitive control influences brain structure.…”

Section: Discussionsupporting

confidence: 92%

Lifelong Bilingualism Maintains White Matter Integrity in Older Adults

Luk¹,

Bialystok²,

Craik³

et al. 2011

J. Neurosci.

322

297

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Previous research has shown that bilingual speakers have higher levels of cognitive control than comparable monolinguals, especially at older ages. The present study investigates a possible neural correlate of this behavioral effect. Given that white matter (WM) integrity decreases with age in adulthood, we tested the hypothesis that bilingualism is associated with maintenance of WM in older people. Using diffusion tensor imaging, we found higher WM integrity in older people who were lifelong bilinguals than in monolinguals. This maintained integrity was measured by fractional anisotropy (FA) and was found in the corpus callosum extending to the superior and inferior longitudinal fasciculi. We also hypothesized that stronger WM connections would be associated with more widely distributed patterns of functional connectivity in bilinguals. We tested this by assessing the resting-state functional connectivity of frontal lobe regions adjacent to WM areas with group differences in FA. Bilinguals showed stronger anterior to posterior functional connectivity compared to monolinguals. These results are the first evidence that maintained WM integrity is related to lifelong naturally occurring experience; the resulting enhanced structural and functional connectivity may provide a neural basis for "brain reserve."

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Section: Discussionsupporting

confidence: 92%

Lifelong Bilingualism Maintains White Matter Integrity in Older Adults

Luk¹,

Bialystok²,

Craik³

et al. 2011

J. Neurosci.

322

297

View full text Add to dashboard Cite

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“…In animals, motor stimulation and physical activity are associated with changes in brain neurochemistry and physiology that may be relevant for the reserve theory. 26,29 Third, our findings support a passive reserve hypothesis; studies on cognition show comparable findings as education has a robust cross-sectional association with cognition but not with cognitive decline. 11,12,30,31 Several studies have shown markers of low SES (including education) to be associated with poorer physical functioning assessed using subjective measures.…”

supporting

confidence: 76%

“…1,25 There is consistent epidemiologic evidence in favor of a role of reserve in aging, but its neural substrate remains under investigation. 26,27 To our knowledge, the reserve concept has not been applied to motor function, but there are several parallels between motor and cognitive function. First, the education-WS association is similar in strength to the education-cognition association: the difference in MMSE scores between the high and low education groups in our data corresponds to 0.69 SD of the MMSE distribution, and the corresponding figure for WS is 0.47.…”

mentioning

confidence: 99%

Motor function in the elderly

et al. 2013

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Objective: The reserve hypothesis accounts for the lack of direct relationship between brain pathology and its clinical manifestations. Research has mostly focused on cognition; our objective is to examine whether the reserve hypothesis applies to motor function. We investigated whether education, a marker of reserve, modifies the association between white matter lesions (WMLs), a marker of vascular brain damage, and maximum walking speed (WS), an objective measure of motor function. We also examined the cross-sectional and longitudinal association between education and WS.Methods: Data are from 4,010 participants aged 65-85 years in the longitudinal Three-CityDijon Study with up to 4 WS measures over 10 years. We examined the interaction between education and WMLs for baseline WS. We studied the association between education and repeated WS measures using linear mixed models, and the role of covariates in explaining the education-WS association.Results: Education was strongly associated with baseline WS; the difference in mean WS between the high and low education groups (0.145 m/s, 95% confidence interval 5 0.125-0.165) was equivalent to 7.4 years of age. WMLs were associated with slow WS only in the low education group (p interaction 5 0.026). WS declined significantly over time (20.194 m/s/10 years, 95% confidence interval 5 20.206, 20.182), but education did not influence rate of decline. Anthropometric characteristics, parental education, general health, and cognition had the strongest role in explaining the baseline education-WS association.Conclusions: Participants with more education were less susceptible to WMLs' effect on motor function. Higher education was associated with better motor performances but not with motor decline. These results are consistent with the passive reserve hypothesis. The concept of brain reserve accounts for the lack of direct relationship between brain pathology and its clinical manifestations.1-3 High reserve, assessed via anatomical features of the brain or markers of enriched environments (e.g., education, socioeconomic status [SES]), has been associated with reduced clinical manifestations of neuropathologic changes. [4][5][6] Risk factors have also been found not to be related to the same extent to functional measures among those with high and low reserve. 7,8 Recent evidence suggests that higher education is strongly associated with better cognitive performances but not with a slower rate of cognitive decline.9-12 These findings are interpreted as supporting a "passive reserve" hypothesis: higher education is associated with better performances because of the persistence of earlier differences rather than differential rates of cognitive decline. In longitudinal studies, this translates into baseline

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“…These paradigms influence neural plasticity (Cordoba et al, 1984;García-Segura, 2009;Nithianantharajah and Hannan, 2009;Petrosini et al, 2009;Sale et al, 2009) and synaptic plasticity (Christie et al, 2008), inducing changes in the rate of adult hippocampal neurogenesis (Kempermann et al, 1997b). Moreover, in the long-term, such activity has a direct impact on the ability to cope with life events, known as animal's cognitive reserve (Mandolesi et al, 2008;Milgram et al, 2006) and neurogenic reserve (Kempermann, 2008), respectively.…”

Section: Introductionmentioning

confidence: 99%

Antidepressant and Proneurogenic Influence of Environmental Enrichment in Mice: Protective Effects vs Recovery

Llorens‐Martin

Tejeda

Trejo

2011

Neuropsychopharmacol

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Physical-cognitive activity has long-lasting beneficial effects on the brain and on behavior. Environmental enrichment (EE) induces brain activity known to influence the behavior of mice, as measured in learned helplessness paradigms (forced swim test), and neurogenic cell populations in the hippocampal dentate gyrus. However, it is not completely clear whether the antidepressant and proneurogenic effects of EE are different in animals that are naive or pre-exposed to the stress inducing helplessness, and if this depends on the type of stressor. It also remains unclear whether differential effects are exerted on distinct neurogenic subpopulations. We found that EE has a protective effect in adult female mice (C57BL/6J) when exposed twice to the same stressor (forced swim test) but it has no influence on recovery. The repeated exposure to this stressor was analyzed together with the effects of EE on different neurogenic populations distinguished by age and differentiation state. Younger cells are more sensitive and responsive to the conditions, both the positive and negative effects. These results are relevant to identify the cell populations that are the targets of stress, depression, and enrichment, and that form part of the mechanism responsible for mood dysfunctions.

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On whether the environmental enrichment may provide cognitive and brain reserves

Cited by 200 publications

References 178 publications

Lifelong Bilingualism Maintains White Matter Integrity in Older Adults

Lifelong Bilingualism Maintains White Matter Integrity in Older Adults

Motor function in the elderly

Antidepressant and Proneurogenic Influence of Environmental Enrichment in Mice: Protective Effects vs Recovery

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