![]() Authors such as Salthouse argue that the slowing found in normal aging produces a global effect on cognition, so that the impairment captured when performing tasks related to other cognitive domains is better explained by this slowness rather than by a real malfunction in these other domains. However, it still remains unclear to what extent this slower processing speed accounts for the impairment of other cognitive functions in aging. With the present work we aim to highlight the role some factors such as education and gender may play in helping to explain the variability found in normal aging cognition.Ī decreased cognitive processing speed in old age is currently a widely accepted finding usually related to the changes in the brain white matter that take place in the aging process. Given this situation, we think that it is necessary to extract clear concepts from the current state of knowledge about age-related cognitive changes, regardless of the methodological approach followed by different researchers. ![]() The methodological heterogeneity described so far and the significant variability in available results in the study of cognitive aging creates a confusing scenario for beginners in the aging field. Other studies focus on the analysis of differential patterns of impairment throughout modalities within cognitive functions like verbal vs. , who explored how sex and educational level influence the cognitive performance of elderly individuals from the MAAS longitudinal project. Partial data reports based on cohort comparison from ongoing longitudinal projects are frequently found in these works. These works usually involve the assessment of several cognitive functions using neuropsychological tests or tasks and batteries, i.e., tests extensively linked to particular neural system functioning. On the other hand, there are other studies that seem to come from a clinical neuropsychology perspective. These works are usually framed in some of the existing cognitive theories about normal aging such as the Processing Speed Theory, models of Limited Resources or the Effort Hypothesis, and their aim often focuses on refuting any of these theories as a suitable explanation for the cognitive changes that take place in the aging process. working memory) and its interaction with another broader cognitive function (e.g. On the one hand, there are some studies that seem to follow more experimental paradigms, usually with greater interest in the dissection and detailed analysis of different levels of processing of a particular cognitive function (e.g. On a second level, a deeper review of the cross-sectional literature reveals that those works with a psychological background could be also subdivided into two main groups. ![]() The conclusions drawn from cross-sectional and longitudinal studies are often divergent as the former tend to show greater effects of aging on cognition. Cross-sectional studies, which are the most common, have to deal with cohort effects while longitudinal research involves elevated costs, learning effects, etc. Each of these approaches has different advantages and disadvantages. In this sense, the study of cognitive aging can be addressed by a longitudinal or a cross-sectional approach. At first glance this literature could be coarsely classified on the basis of the methodological design used in the studies. Regarding the study of age-related cognitive changes a lot of effort has been dedicated to the study of age-related cognitive changes over the last century, and this has resulted in an enormous amount of published material. People experience both physical and cognitive changes as their age advances. We conclude it seems to be enough evidence about the influence of certain modulating factors such as benefit from schooling and gender on cognitive aging, and not taking these factors into account when studying age-related cognitive changes contributes to the scarce agreement found in available results.Īging, Cognition, Neuropsychology, Education, Gender In this sense, a specific and differential pattern of impairment seems to be present in most cognitive domains, which highlights the existence of a great intra-domain variability in terms of impairment. The main aim of the present article is to extract a clear depiction of the current state of knowledge about age-related cognitive changes regardless of the methodological approach followed by researchers. The methodological heterogeneity observed in the aging field can significantly contribute to this observed variability, which creates a confusing scenario for beginners in this topic. The study of age-related cognitive changes over the last years reveals a considerable variability in available results.
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