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Related Experiment Video

Updated: Jul 16, 2026

Highlighting and Reducing the Impact of Negative Aging Stereotypes During Older Adults' Cognitive Testing

Highlighting and Reducing the Impact of Negative Aging Stereotypes During Older Adults' Cognitive Testing

Published on: January 24, 2020

Cognitive Aging Among First-Generation College Graduates and Those With Different Educational Backgrounds.

Masahiro Toyama¹, Alexis B Giroski¹

¹Department of Psychology, Marshall University, Huntington, WV, USA.

International Journal of Aging & Human Development

|July 15, 2026

Summary

First-generation college graduates show higher cognitive function but experience faster declines than continuing-generation graduates. Physical activity and income may influence these cognitive aging trajectories.

Keywords:

episodic memory executive function first-generation college graduates

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Assessment of Age-related Changes in Cognitive Functions Using EmoCogMeter, a Novel Tablet-computer Based Approach

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Published on: February 14, 2014

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Last Updated: Jul 16, 2026

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Published on: January 24, 2020

Assessment of Age-related Changes in Cognitive Functions Using EmoCogMeter, a Novel Tablet-computer Based Approach

Assessment of Age-related Changes in Cognitive Functions Using EmoCogMeter, a Novel Tablet-computer Based Approach

Published on: February 14, 2014

Area of Science:

Cognitive aging research
Sociology of education
Gerontology

Background:

Limited research exists on cognitive aging among first-generation college graduates (FGCGs).
Understanding educational attainment's impact on cognitive trajectories is crucial for aging populations.

Purpose of the Study:

To investigate cognitive aging patterns in first-generation college graduates (FGCGs) compared to other educational groups.
To examine the role of physical activity and income in cognitive aging for college graduates.

Main Methods:

Analysis of two waves of Midlife in the United States (MIDUS) data (N=4,068).
Multigroup analyses using change-regression models for verbal episodic memory and executive function.
Controlled for relevant covariates across four educational groups.

Main Results:

FGCGs and continuing-generation college graduates (CGCGs) exhibited higher cognitive levels at age 56 than non-graduates.
CGCGs showed slower cognitive decline compared to FGCGs and non-graduates.
Physical activity mediated college graduation's effect on cognitive levels; income mediated effects on cognitive change.

Conclusions:

College education, particularly for continuing-generation graduates, is associated with cognitive benefits in midlife.
Findings suggest targeted support for FGCGs and interventions promoting physical activity and income may aid cognitive aging across diverse educational backgrounds.