Understanding Pathways to Successful Aging: Behavioral and Social Factors Related to Alzheimer's Disease Proceedings of a Workshop–in Brief (2017) / Chapter Skim
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Understanding Pathways to Successful Aging: Behavioral and Social Factors Related to Alzheimer's Disease: Proceedings of a Workshop - in Brief
Understanding Pathways to Successful Aging: Behavioral and Social Factors Related to Alzheimer's Disease: Proceedings of a Workshop - in Brief
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elaborated on the research issues that motivated the workshop, stressing that the next area of research that is needed is elucidating the pathways through which various factors affect the prevalence of the disease. He noted that this workshop was designed to help NIA identify future directions for this work.
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collected through the Victoria Longitudinal Study,2 a large longitudinal study that began collecting data in the late COMMUNITY-BASED INTERVENTIONS 1980s and includes multiple measures from key domains Michelle Carlson (Bloomberg School of Public Health, of the risk of Alzheimer's, including cognition, health, de- Johns Hopkins University) discussed considerations for mographics, and life-style.
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developing the disease relative to those who score low in Edmonds discussed a hypothetical causal model for how neuroticism; individuals who score high in conscientious- childhood conscientiousness might be related to health ness are at lower risk of developing it relative to those who in older age and mortality, showing pathways through score low in conscientiousness. In order to better under- adult conscientiousness, modifiable health behaviors, sostand the relationship, she discussed findings related to cial environmental factors, and cognitive ability.
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His data suggest two personality traits are risk factors and not a preclinical early possible intervening pathways from childhood openness sign of dementia. to performance on the Mini-Cog assessment of cognitive One additional line of investigation Terracciano described impairment7 -- a pathway operating through grip strength, involved examination of autopsy data for individuals in and a pathway operating through educational attainment the BLSA.
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, but some intervention studies suggest that social activity improves cognitive SOCIAL ENGAGEMENT AND COGNITIVE FUNCTION function in lonely elderly people.10 Another study found that a social activity intervention increased brain volume Deborah Barnes (School of Medicine, University of Cali in Shanghai elders.11 Multidomain interventions that have fornia, San Francisco) presented data from observational social engagement as a motivator, such as the MAX (Menstudies, intervention studies, and multidomain interven- tal Activity and Exercise)
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Social activity proved in divergent thinking, the key skill exercised in the might also reduce stress, which could have a more direct program, but Stine-Morrow noted that there were seveffect on Alzheimer's risk. Barnes added that pragmatic tri- eral apparent moderators for this affect, including social als are needed to address the question of what works in network size: individuals who had large social networks terms of helping people who are affected by Alzheimer's showed much larger gains in divergent thinking than and related dementias, not just strategies for prevention.
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She also proposed brain research compulsory schooling laws in locations where an increase to explore whether engagement changes brain structure, in the minimum number of years children must attend brain function, or both; how long changes last following school was mandated. States where such policy changes an intervention; and to what extent brain changes relate were enacted in a manner such that there was only 1 year to behavioral changes.
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discussed genetic and environ mental influences on cognitive ability and implications for Building on the idea of school quality that Manly intro thinking about the relationship between education and duced, Muller listed several features that contribute to dementia or Alzheimer's risk. He explained that children the overall quality of a school or quality of an individual's from families with limited financial resources have smaller experience in a school: academic rigor, developmentally frontal, temporal and hippocampal volumes and poorer appropriate curriculum, social climate (which influences cognitive performance and academic achievement than children from higher SES families.
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Informed consent would tainment. Higher lifetime educational attainment and still be required, but this strategy could dramatically regreater midlife engagement in cognitive activities are as duce the number of hours participants would need to sociated with better late-midlife cognitive function.
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to this association. One possible mechanism is that social Deborah Barnes reported for the group in which she engagement may lead people to make other healthy departicipated, which also included Roger Dixon, Grant cisions, such as increasing cognitive or physical activity, Edmonds, Chandra Muller, and Dana Plude.
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Although eduister multiple cognitive assessments to people at midlife, cational attainment is one of the most robust predictors rather than using screening instruments. The group also of Alzheimer's disease, the group suggested that work is discussed possible strategies for measuring physiological needed to better measure confounders, such as context phenomena that may be related to cognition and risk for (e.g., historical factors such as segregation and the role cognitive impairment.
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, Northeastern University; Roger Dixon, University of Alberta; Jennifer Manly, Columbia University School of Medicine; Angelina Sutin, College of Medicine, Florida State University; and STAFF: Adrienne Stith Butler, Senior Program Officer, Renée L Wilson, Senior Program Assistant.
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