Cognitive Reserve Flashcards
define cognitive reserve as a concept or abstract idea
individuals using alternative methods to maintain function
Stern (2009) found what regarding brain damage and ‘cognitive reserve’?
people can sustain diff levels of damage before effects are seen - suggests a buffer against damage
what is brain reserve?
when those with larger brains & more neurons can sustain more damage - greater potential to be resilient & function well for longer
what does Satz’s (1993) threshold model mean?
- a disorder or injury has to exceed brain reserve threshold to have a visible effect
- only brain reserve can determine outcome
what is an issue with Satz’s 1993 threshold model?
- similar types of damage do not always have the same impact - can’t account for individual differences & compensatory processing
- sees brain reserve as a narrow/rigid approach
outline cognitive reserve
- lack of fixed thresholds
- defined in relation to processing efficiency
- individuals have flexibility in neural responses so can sustain cognition with the most efficient processing routes
if two people have the same amount of brain reserve but one has more cognitive reserve, who is more likely to tolerate greater brain damage before the impairment becomes apparent?
the individual with more cognitive reserve
is cognitive reserve passive or active?
active
how is cognitive reserve active and not passive?
- dependent on choices made through development
- can be increased
- subject to individual differences in lifestyle choices
is brain reserve passive or active?
passive
how is brain reserve passive and not active?
- dependent on brain size and neuron count
- maximum limit imposed
- individual differences in brain structure
Draganski et al. (2004) found juggling training for 3 months did what to the brain?
- structural change (increase in grey matter) between temporal/occipital lobe
- suggests cognitively stimulating activity can compensate for damage
what is neural reserve?
the extent of the ability to allocate neural resources and form new processing strategies to keep functioning in the face of damage
how can we see neural reserve?
shown in the variability of brain neurons in ageing
give two studies that show higher education produces greater cognitive reserve in later life
- Jefferson et al. (2011) - education delays observable signs of pathology
- Liu et al. (2012) - larger brains, increased cortex thickness (brain reserves)
is the quality or the quantity of education more important for cognitive reserve?
quality - focus on role of literacy and quality of schooling compared to number of years
Guzman-Velez & Tranel (2015) found what results in bilinguals when studying cognitive reserve?
- life long bilinguals had more efficient use of neural resources, which reduces the cognitive decline in AD
- other factors - age of onset & language proficiency
give two studies that show exercise helps cognitive reserve
- Barnes (2015) - good vascular physiology is a barrier to cognitive decline
- Davenport et al. (2012) - exercise increases resting cerebral blood flow, promotes greater neurogenesis
what does a mismatch between pathology and test scores with cognitive reserve and AD mean?
individual may have high AD brain pathology but no deficits on test due to high cognitive reserve preventing symptoms from showing
can cognitive reserve be seen as a hindrance to diagnosing AD?
yes, individuals would be unable to make use of early stage interventions
what are the limitations of cognitive reserve?
- more details needed on the physiological processes that support cog reserve
- more longitudinal and prospective research needed
what are the future directions for cognitive reserve?
- strategies for maximising cog reserve in the most vulnerable to age related decline
- increase education across the lifespan
- develop person centred training schemes
