Cognitive Development in Adulthood - The Seattle Longitudinal Study: Past, Present and Future

1. Cognitive Development in Adulthood - The Seattle Longitudinal Study:Past, Present and Future K. Warner Schaie, Ph.D. Sherry L. Willis, Ph.D. University of Washington

2. Work on the Seattle Longitudinal Study, data from which are reported here, has been supported by grants from:The National Institute of Child Health and Human Development (HD00367, 1963-1965; HD04476, 1970-1973) and the National Institute of Aging (AG00480, 1973-1979; AG03544, 1982-1986; (AG04470, 1984-1989; AG08055, 1989-2006; currently AG024102, 2005-2010 and AG027759, 2006-2009).

3. Scientific Collaborators Elizabeth Aylward Paul Baltes Thomas Barrett Ute Bayen Julie Boron Hayden Bothworth Barbara Buech Grace Caskie Heather Chipuer Theresa Cooney Cindy de Frias Ranjana Dutta Michael Gilewski Judith Gonda Kathy Gribbin Ann Gruber-Baldini Christopher Hertzog Robert Intrieri Gina Jay Alfred Kaszniak Iseli Krauss Eric Labouvie Thomas Ledermann Heiner Maier Scott Maitland Roderick Mahurin Ann Nardi John Nesselroade Ha Nguyen Ann O’Hanlon Iris Parham Robert Plomin Samuel Popkin Margaret Quayhagen Andrew Revell Amy Roth Lindsay Ryan John Schulenberg Vicki Stone Charles Strother Linda Teri Nicholas Turiano Gisela Vief Faika Zanjani Elizabeth Zelinski

4. The Seattle Longitudinal Study (SLS) • Age Changes and Age Differences • Antecedents of Individual Differences in Aging • Generational Differences • Interventions to Slow Cognitive Aging • Family Studies • Midlife Precursors of Dementia in Old Age

5. Conceptual Model of the SLS

6. Design of the Seattle Longitudinal Study Study Waves 1956 19631970 1977 1984 1991 1998 2005 S1T1 S1T2 S1T3 S1T4 S1T5 S1T6 S1T7 S1T8 (N = 500) (N = 303) (N = 162) (N = 130) (N = 92) (N = 71) (N = 38) (N = 26) S2T2 S2T3 S2T4 S2T5 S2T6 S2T7 S2T8 (N = 997) (N = 420) (N = 337) (N = 204) (N = 161) (N = 104) (N = 74) S3T3 S3T4 S3T5 S3T6 S3T7 S3T8 (N = 705) (N = 340) (N = 225) (N = 175) (N = 127) (N = 93) S4T4 S4T5 S4T6 S4T7 S4T8 (N = 612 (N = 294) (N = 201) (N = 136) (N = 119) S5T5 S5T6 S5T7 S5T8 (N = 628) (N = 428) (N = 266) (N = 186) S6T6 S6T7 S6T8 (N = 693) (N = 406) (N = 288) S7T7 S7T8 (N = 719) (N = 421) S = Sample; T = Time of Measurement

7. Study Participants Mean Year of Birth (Cohort) 1889 1896 1903 1910 1917 1924 1931 1938 1945 1952 1959 1966 1973 Male 125 219 261 305 349 352 318 226 178 169 107 64 16 Female 132 242 268 332 370 381 355 256 228 167 155 66 25 Total 257 461 529 637 719 753 673 482 406 336 262 130 41 Total Male = 2,699; Total Female = 2,977; Grand Total = 5,676

8. 7- Year Sequences Age N 25 - 32 236 32 - 39 406 39 - 46 647 46 - 53 828 53 - 60 941 60 - 67 997 67 - 74 980 74 - 81 661 81 - 88 280 88 - 95 37 Total 6,013 14-Year Sequences Age N 25 – 39 142 32 – 46 279 39 – 53 428 46 – 60 543 53 – 67 620 60 – 74 580 67 - 81 465 74 - 88 181 81 – 95 39 Total 3,277 Study Participants 21-Year Sequences Age N 25 – 46 106 32 – 53 196 39 – 46 290 46 – 60 362 53 – 74 379 60 – 81 286 67 – 81 118 74 – 95 21 Total 1,758

9. Thurstone Primary Mental Abilities Verbal Meaning Space Reasoning Number Word Fluency

10. Latent Ability Factors • Spatial Orientation • Inductive Reasoning • Verbal Ability • Numeric Ability • Perceptual Speed • Verbal Memory

12. Cross-Sectional Age Differences

13. Longitudinal Age Changes for Original PMAs

14. Longitudinal Age Changes

16. Separating GENERATIONAL Differencesfrom AGE Changes

17. Studying Generational Differences: • Cohort Studies • Family Studies

18. SLS Cohort Differences with Bars Indicating the Cohorts in Flynn’s Analyses (original PMAs)

19. Cumulative Cohort Differences in Factor Scores

20. The Family Study • Family Similarity in Intellectual Competence • Family Similarity in Cognitive Style • Similarity in Perception of Family Environment

21. Generational Difference in Abilities

22. New Family Studies • Third Generation Study • Studies of Rate of Change

23. Rate of Cognitive Change Inductive Reasoning

24. Rate of Cognitive ChangeVerbal Ability

25. Impact of Demographic Characteristics • Education • Occupation

26. Verbal Ability and Education

27. Verbal Ability and Occupation

28. Rate of Cognitive Change in Biologically Related Individuals

29. Cognitive Interventions to Slow Aging • Remediation or New Learning • Need for Longitudinal Data • Targets of Intervention • Transfer of Training • Maintenance of Effects

30. Design of Training Study within SLS

31. Results of Cognitive Training

32. Results of Cognitive Training

33. Maintenance of Cognitive Training Over 14 Years

34. Early Detection of Risk of Dementia • Neuropsychology Studies in Community Dwelling Persons • Genetic Studies: The ApoE Gene • Cognitive Training as Early Predictor of Impairment

35. Population Screened

37. Apoprotein E Allele Distribution Total Screened 864 22 10 (1.2%) 32 111 (12.8%) 33 511 (59.1%) 42 27 (3.1%) 43 185 (21.4%) 44 20 (2.3%)

38. Excess Decline Over 7 Years in Allele 44 & 42 Cases • Verbal Memory • Inductive Reasoning

39. Training and Cognitive Impairment: 28-Year Data

40. Correlating Autopsy Findings with Cognitive Change

41. Current and Future Work withthe Seattle Longitudinal Study Midlife Cognitive Change and Risk of Cognitive Decline

42. Key Questions: • Is cognitive status and change in midlife predictive of • Subsequent cognitive risk • Successful aging • Is midlife cognitive change related to brain volume and rate of change in brain volume? • What are the midlife predictors of clinical ratings of dementia in old age? • Midlife cognitive risk, brain volume, post midlife change

43. Development of Midlife Cognitive Risk Profile: 3 Abilities associated with Cognitive Impairment • Episodic Memory • Reliable decline, stable, or gain in midlife • Executive Functioning • Reliable decline, stable, or gain in midlife • Psychomotor Speed • Reliable decline, stable, or gain in midlife

44. Current Study Aims • To examine cognitive trajectories in midlife and old age for SLS participants showing cognitive decline or gain in middle age. • To examine differences in brain regions of interest for participants showing cognitive decline vs cognitive gain in midlife • Neuroimaging conducted when participants are currently in midlife or in old age • To examine relationship between brain regions and participants’ performance on memory recall in middle age and old age.

45. Midlife Change for Immediate Recall:Decline, and Gain Trajectories

46. Summary of Findings:Comparison of Brain Volumes for Subjects with Cognitive Decline or Gain in Midlife (1) • Analyses: • ANCOVAs were conducted examining differences in brain volume (total brain, total white matter, total gray matter, hippocampus) for subjects who declined or gained on at least one of three abilities (executive, psychomotor speed, memory) in midlife • ANCOVA by brain region for decliners/gainer on each ability • Covariate was ICV; Covariate for Hippocampus was ICV, Total Brain • ANCOVAs were conducted separately for subjects who were scanned in Old Age and those scanned in Midlife.

47. Summary of Findings:Comparison of Brain Volumes for Subjects with Cognitive Decline or Gain in Midlife (2) • Differences in Brain Volume for Decliners vs Gainers: • The “action” was in midlife subjects - for those declining/gaining on Executive or Speed • Midlife gainers on Executive had significantly larger total brain volume & total white matter volume • Midlife gainers on Speed had significantly larger total brain volume and a trend for total gray matter • The “action” was for older subjects - for those declining/gaining in Memory • Older subjects (who gained on memory in midlife) had significantly greater total brain volume and total white matter volume. Gainers (now in old age) also had significantly larger left hippocampus. There was a cognitive status x sex interaction for right hippocampus.

48. T1 Scan of “Gainer” vs. “Decliner” Gainer Decliner LeftMarker 237558 137002

49. Societal Implications • Normative Decline of Cognitive Abilities Does not Occur until the mid-60s • Normative Decline Does not Become Substantial until the late 70s or early 80s • Successive Generations Attain Higher Levels of Function and Show Later Decline • Normative Decline can be Slowed by Cognitive Training • High Levels of Educational and Occupational Status and Stimulating Environments Support Maintenance of Cognitive Function in Old Age

50. Implications for Clinical Practice • Cognitive Decline Prior to Age 60 May be an Indicator of Neuro- or Psychopathology • Midlife Cognitive Decline May be a Predictor of High Risk of Dementia in Old Age • Cognitive Training May be a Useful Intervention for Delaying Onset of Clinically Diagnosable Dementia