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The Relationship between Cognitive Reserve and Math Abilities.

Giorgio Arcara1, Sara Mondini2,3, Alice Bisso2

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Summary

Years of education, not overall Cognitive Reserve (CR), better predicted math performance in healthy older adults. A specific CR aspect, working activity, showed some predictive power for daily math use.

Keywords:
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Area of Science:

  • Neuroscience
  • Psychology
  • Gerontology

Background:

  • Cognitive Reserve (CR) and Brain Reserve explain variations in cognitive decline and dementia onset.
  • Understanding factors influencing cognitive abilities in aging is crucial for maintaining quality of life.

Purpose of the Study:

  • To investigate the impact of CR, measured by the Cognitive Reserve Index questionnaire (CRIq), on numerical abilities in healthy older adults.
  • To compare the predictive power of CRIq and years of education on various math tasks.

Main Methods:

  • Sixty healthy older adults (65-98 years) completed the CRIq and the Numerical Activities of Daily Living (NADL) battery.
  • NADL included formal math tests, informal math assessments, and interviews with participants and relatives.
  • Multiple regression analyses were used to assess the relationship between CR, education, and math performance.

Main Results:

  • CRIq scores did not significantly predict overall math performance on formal NADL tests.
  • Years of education and Mini-Mental State Examination scores were better predictors of math abilities.
  • A specific component of CR, CRIq-Working-activity, predicted performance on informal daily math tasks.

Conclusions:

  • Years of education appear to be a stronger predictor of abstract mathematical functions in late life compared to broader measures of Cognitive Reserve.
  • Specific aspects of Cognitive Reserve, like occupational engagement, may influence practical, daily-life math skills.