The Role of Education and Intellectual Activity on Cognition
Although educational attainment has been consistently related to cognition in adulthood, the mechanisms are still unclear. Early education, and other social learning experiences, may provide the skills, knowledge, and interest to pursue intellectual challenges across the life course. Therefore, cogn...
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| Main Authors: | , , , , , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Wiley
2012-01-01
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| Series: | Journal of Aging Research |
| Online Access: | http://dx.doi.org/10.1155/2012/416132 |
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| _version_ | 1832553709556465664 |
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| author | Jeanine M. Parisi George W. Rebok Qian-Li Xue Linda P. Fried Teresa E. Seeman Elizabeth K. Tanner Tara L. Gruenewald Kevin D. Frick Michelle C. Carlson |
| author_facet | Jeanine M. Parisi George W. Rebok Qian-Li Xue Linda P. Fried Teresa E. Seeman Elizabeth K. Tanner Tara L. Gruenewald Kevin D. Frick Michelle C. Carlson |
| author_sort | Jeanine M. Parisi |
| collection | DOAJ |
| description | Although educational attainment has been consistently related to cognition in adulthood, the mechanisms are still unclear. Early education, and other social learning experiences, may provide the skills, knowledge, and interest to pursue intellectual challenges across the life course. Therefore, cognition in adulthood might reflect continued engagement with cognitively complex environments. Using baseline data from the Baltimore Experience Corps Trial, multiple mediation models were applied to examine the combined and unique contributions of intellectual, social, physical, creative, and passive lifestyle activities on the relationship between education and cognition. Separate models were tested for each cognitive outcome (i.e., reading ability, processing speed, memory). With the exception of memory tasks, findings suggest that education-cognition relations are partially explained by frequent participation in intellectual activities. The association between education and cognition was not completely eliminated, however, suggesting that other factors may drive these associations. |
| format | Article |
| id | doaj-art-cd95c0ef5a3f43e3b63df6c27d237f09 |
| institution | Kabale University |
| issn | 2090-2204 2090-2212 |
| language | English |
| publishDate | 2012-01-01 |
| publisher | Wiley |
| record_format | Article |
| series | Journal of Aging Research |
| spelling | doaj-art-cd95c0ef5a3f43e3b63df6c27d237f092025-02-03T05:53:30ZengWileyJournal of Aging Research2090-22042090-22122012-01-01201210.1155/2012/416132416132The Role of Education and Intellectual Activity on CognitionJeanine M. Parisi0George W. Rebok1Qian-Li Xue2Linda P. Fried3Teresa E. Seeman4Elizabeth K. Tanner5Tara L. Gruenewald6Kevin D. Frick7Michelle C. Carlson8Johns Hopkins Bloomberg School of Public Health, Baltimore, MD 21205, USAJohns Hopkins Bloomberg School of Public Health, Baltimore, MD 21205, USAJohns Hopkins Center on Aging and Health, Johns Hopkins University, Baltimore, MD 21205, USAMailman School of Public Health, Columbia University, New York, NY 10032, USADavid Geffen School of Medicine, University of California at Los Angeles, CA 90095, USAJohns Hopkins Center on Aging and Health, Johns Hopkins University, Baltimore, MD 21205, USADavis School of Gerontology, University of Southern California, Los Angeles, CA 90089, USAJohns Hopkins Bloomberg School of Public Health, Baltimore, MD 21205, USAJohns Hopkins Bloomberg School of Public Health, Baltimore, MD 21205, USAAlthough educational attainment has been consistently related to cognition in adulthood, the mechanisms are still unclear. Early education, and other social learning experiences, may provide the skills, knowledge, and interest to pursue intellectual challenges across the life course. Therefore, cognition in adulthood might reflect continued engagement with cognitively complex environments. Using baseline data from the Baltimore Experience Corps Trial, multiple mediation models were applied to examine the combined and unique contributions of intellectual, social, physical, creative, and passive lifestyle activities on the relationship between education and cognition. Separate models were tested for each cognitive outcome (i.e., reading ability, processing speed, memory). With the exception of memory tasks, findings suggest that education-cognition relations are partially explained by frequent participation in intellectual activities. The association between education and cognition was not completely eliminated, however, suggesting that other factors may drive these associations.http://dx.doi.org/10.1155/2012/416132 |
| spellingShingle | Jeanine M. Parisi George W. Rebok Qian-Li Xue Linda P. Fried Teresa E. Seeman Elizabeth K. Tanner Tara L. Gruenewald Kevin D. Frick Michelle C. Carlson The Role of Education and Intellectual Activity on Cognition Journal of Aging Research |
| title | The Role of Education and Intellectual Activity on Cognition |
| title_full | The Role of Education and Intellectual Activity on Cognition |
| title_fullStr | The Role of Education and Intellectual Activity on Cognition |
| title_full_unstemmed | The Role of Education and Intellectual Activity on Cognition |
| title_short | The Role of Education and Intellectual Activity on Cognition |
| title_sort | role of education and intellectual activity on cognition |
| url | http://dx.doi.org/10.1155/2012/416132 |
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