Cognitive Reserve Flashcards
1
Q
What is Cognitive Reserve
A
- individuals use alternative methods to maintain function
- lack of fixed thresholds
- levels of cognitive reserve can be enhanced so you can actively seek to combat damage
- 2 people may have the same brain reserve but person with more cognitive reserve can tolerate greater damage
2
Q
Brain reserve
A
- larger brains, with more neurons can sustain more damage
- they have greater potential to be resilient and function adequately for longer
3
Q
Brain reserve - Threshold for damage
Threshold model (Satz 1993)
A
- a disorder or injury has to exceed the brain reserve threshold to have a visible effect
- only brain reserve can determine the outcome
- conceptualizes brain reserve as very narrow and rigid approach
4
Q
cognitive reserve (active)
A
- dependent on choices made throughout development
- can be increased
- individual differences in modifiable lifestyle factors define age-related brain change
5
Q
brain reserve (passive)
A
- dependent on brain size and neuron count, which we can’t directly control
- maximum limit imposed
- individual differences in brain structure define age-related brain change
6
Q
experience - induced neuroplasticity
A
- two approaches are not mutually exclusive
- evidence for the impact of the environment on the brain
- animal models suggest there is experienced-induced neurogensis
7
Q
neural reserve
A
- evidence that there is not such a division between brain reserve and cognitive reserve at first thought
- differences in cognitive processing must have a physiological basis
8
Q
what influences Cognitive reserve?
A
- variation in CR likely due to lifestyle factors, which provide resilience to damage
- education
- literacy
- bilingualism
- socioeconomic status
- exercise
9
Q
education
A
- high education = high CR
- cognition in later life is best predicted by educational attainment
- education delays observable signs of pathology
10
Q
literacy/intelligence
A
- national adult reading test
- better NART = higher CR
- reading ability can protect older adults from cognitive impairment
11
Q
bilingualism
A
- leads to ore efficient use of neural resources
- which attenuates cognitive decline in AD
12
Q
socioeconomic status
A
- lower on the scale = more susceptible to behavioral effects of brain damage
- likely to related to the impact it has on education opportunities
13
Q
exercise
A
- improved vascular physiology forms a barrier to cognitive decline
- exercise increases resting cerebral blood flow
14
Q
review of lifestyle factors
A
greater cognitive activity may protect against cognitive decline through the repetition of specific skills
15
Q
CR and AD
A
- differences in CR can account for findings to AD
- their level of CR prevents symptoms from emerging until later stages
16
Q
the ‘nun study’ (Lacono 2009)
A
- heterogeneity in response to AD lesions in the human brain
- dependent on idea density
- high idea density meant lack of cognitive deficit with AD pathology
17
Q
in relation to diagnosis
A
individuals with greatest CR will have more advanced pathology at the onset of diagnosis
18
Q
education - diagnosing AD
A
- individuals with high education can be misdiagnosed as not having AD due to their CR
- education modifies the relationship between AD and cognitive performance
- higher education level may inhibit change from MCI
19
Q
CR - limitations
A
further detail are needed on the physiological processes that support CR
20
Q
CR - further directions
A
- implementing strategies for maximizing CR in those most at risk of age-related decline
- increase education across the lifespan
