Early Adult Cognitive Capacity (GCA) – a diverse set of thinking skills such as reasoning, memory, and perception – is a stronger predictor of cognitive function and a further life reserve than other factors such as higher education, professional activity. complexity or involvement in intellectual activity in late life, report to researchers in a new study published on January 21 PNAS.
Higher education and late intellectual activities, such as puzzles, reading or socialization, are associated with reduced risk of dementia and prolonged or improved cognitive reserve. Cognitive reserve is the ability of the brain to improvise and find alternative ways to get a job, and can help people compensate for other aging-related changes.
The international team of scientists, led by scientists at the San Diego Medical School of the University of California, sought to solve the "chicken or egg" created by this chicken or chicken. For example, does cognitive abilities work in more complex jobs, or are people with more cognitive abilities in more complex positions?
The researchers evaluated more than 1,000 men who participated in the Vietnamese age study. Although all were veterans, almost 80 percent of the participants did not report the battle experience. All men, now in the mid-50s to the mid-1960s, got a mid-age test of the qualifications of the armed forces from the age of 20. The test is a measure of GCA. Within the framework of the study, researchers assessed late performance in the Middle Ages using the same GCA measurement as well as evaluations in seven cognitive domains, such as memory, abstract thinking, and verbal flow.
They found that GCA at the age of 20 represented 40 percent of the same measure dispersion at age 62 and about 10 percent of the dispersion in each of the seven cognitive domains. After recording GCA at the age of 20, the authors concluded that other factors had little effect. For example, lifelong learning, the complexity of work and engagement in intellectual activity were less than 1% of the dispersion in the middle age 62.
"The results show that the impact of education, professional complexity and cognitive activity on the later cognitive function may reflect the opposite causal relationship," said first author William S. Kremen, PhD, professor at the US Department of Psychiatry, San Diego School. Medicine. In other words, they are largely a consequence of the intellectual ability of young people.
In support of this idea, researchers found that the age of 20 GCA, but not education, correlated with the cerebral cortex at the age of 62 years. The cerebral cortex is a thin, outer area of the brain that is responsible for thinking, perceiving, producing and understanding the language.
The authors stressed that education is clearly valuable and can improve people's overall cognitive abilities and life results. Comparing their research with other studies, they speculated that the role of education in increasing GCA is mainly in childhood and adolescence, when there is still significant brain development.
However, they said that in early adulthood, the impact of education on GCA seems to be equivalent, although it still has other beneficial effects, such as expanding knowledge and knowledge.
The Kremlin said that in later life, cognitive activity is favorable, but "our findings suggest that we should look at it from a life perspective. Improving cognitive reserves and cognitive decline may be necessary, starting with better access to quality education for children and adolescents."
Researchers said that further research would be needed to fully endorse their findings, such as one study with cognitive tests at different times during childhood and adolescence.
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Materials provided University of California, San Diego. The original was written by Scott LaFee. Note: Content can be edited for style and length.