INS NYC 2024 Program

Poster	Poster Session 08 Program Schedule 02/16/2024 01:45 pm - 03:00 pm Room: Shubert Complex (Posters 1-60) Poster Session 08: Cognition \| Cognitive Reserve Variables Final Abstract #58 Differences Amongst Cognitive Reserve Variables and Subjective Cognition in Older Adults Susan Ragusa, Louisiana State University, Baton Rouge, United States Ross Divers, Louisiana State University, Baton Rouge, United States Matthew Calamia, Louisiana State University, Baton Rouge, United States Category: Aging Keyword 1: cognitive reserve Objective: Cognitive reserve, the resilience of cognitive ability despite neurological damage or disease, has been linked to improved performance on cognitive testing in older adults. While years of education has often been used as a proxy of cognitive reserve, it has been argued that other predictors (e.g., access to cognitively stimulating activities, social engagement) may serve as more sensitive indices. Additionally, the relationship between cognitive reserve and subjective cognition in older adults has been less well studied, particularly accounting for newer indices of cognitive reserve. The current study aimed to address both of these gaps in the literature by examining the relationship between subjective cognition and various cognitive reserve variables in older adults. Participants and Methods: Older adult participants (N = 402) recruited from the survey platform Prolific, completed several questionnaires related to subjective cognition and history related to cognitive activity. Subjective cognition was assessed via a recently developed questionnaire using age-anchored questions (i.e., rating whether one has difficulty with different aspects of cognition relative to same aged peers). Cognitive reserve variables included years of education, frequency of past year social activities, and frequency of early life cognitively stimulating activities from ages 6-12. The latter two measures were drawn from a longstanding, longitudinal study of cognitive aging (i.e., Rush Memory and Aging Project). Results: More past year social activity (r =-.12; p = .02) and early life cognitive activity (r =-.17; p < .001) were related to lower levels of subjective cognitive decline. When compared against each other in hierarchical regressions, early life cognitive activity remained a significant predictor of lower subjective cognitive decline, F(2, 393) = 7.69, p < 001. with an R² of .04 and an R² change of .02. Past year social activity did not remain significant. Years of education was not related to subjective cognition. Conclusions: Cognitive reserve may serve as an important, modifiable factor in cognitive aging trajectories, though there is variability to the degree that different factors may impart resilience. While years of education has a long-standing history as an indicator of cognitive reserve predicting cognitive testing, our results suggest that other indices may be more sensitive in predicting subjective cognition.

Poster

02/16/2024
01:45 pm - 03:00 pm
Room: Shubert Complex (Posters 1-60)

Poster Session 08: Cognition | Cognitive Reserve Variables

Final Abstract #58

Differences Amongst Cognitive Reserve Variables and Subjective Cognition in Older Adults

Susan Ragusa, Louisiana State University, Baton Rouge, United States
Ross Divers, Louisiana State University, Baton Rouge, United States
Matthew Calamia, Louisiana State University, Baton Rouge, United States

Category: Aging

Keyword 1: cognitive reserve

Objective:

Cognitive reserve, the resilience of cognitive ability despite neurological damage or disease, has been linked to improved performance on cognitive testing in older adults. While years of education has often been used as a proxy of cognitive reserve, it has been argued that other predictors (e.g., access to cognitively stimulating activities, social engagement) may serve as more sensitive indices. Additionally, the relationship between cognitive reserve and subjective cognition in older adults has been less well studied, particularly accounting for newer indices of cognitive reserve. The current study aimed to address both of these gaps in the literature by examining the relationship between subjective cognition and various cognitive reserve variables in older adults.

Participants and Methods:

Older adult participants (N = 402) recruited from the survey platform Prolific, completed several questionnaires related to subjective cognition and history related to cognitive activity. Subjective cognition was assessed via a recently developed questionnaire using age-anchored questions (i.e., rating whether one has difficulty with different aspects of cognition relative to same aged peers). Cognitive reserve variables included years of education, frequency of past year social activities, and frequency of early life cognitively stimulating activities from ages 6-12. The latter two measures were drawn from a longstanding, longitudinal study of cognitive aging (i.e., Rush Memory and Aging Project).

Results:

More past year social activity (r =-.12; p = .02) and early life cognitive activity (r =-.17; p < .001) were related to lower levels of subjective cognitive decline. When compared against each other in hierarchical regressions, early life cognitive activity remained a significant predictor of lower subjective cognitive decline, F(2, 393) = 7.69, p < 001. with an R² of .04 and an R² change of .02. Past year social activity did not remain significant. Years of education was not related to subjective cognition.

Conclusions:

Cognitive reserve may serve as an important, modifiable factor in cognitive aging trajectories, though there is variability to the degree that different factors may impart resilience. While years of education has a long-standing history as an indicator of cognitive reserve predicting cognitive testing, our results suggest that other indices may be more sensitive in predicting subjective cognition.