Age-associated changes in cognitive function in highly educated adults: Emerging myths and realities

The effects of education and continued intellectual engagement on age-assoc iated cognitive change were investigated in a sample of 102 members of the professional and college communities in the metro Atlanta Georgia area (age s 30-76). All participants were administered a 60-minute battery that measu red different aspects of memory, intelligence and cognitive performance. Ag e-associated declines in performance were detected on the digit symbol meas ure of intelligence. Conversely, positive but non-significant trends were d etected on the picture completion, arithmetic and similarities subtests. Ag e effects were also noted on some measures of the Wisconsin Card Sorting Te st and both versions of the Trail Making Test. The findings suggest that at least among the highly educated, certain cognitive abilities may receive s ome degree of amelioration as a consequence of continued intellectual engag ement. However, the effects may be associated more with compensation rather than protection against the effects of ageing. Copyright (C) 2000 John Wil ey & Sons, Ltd.