Cognitive Reserve: Implications for Assessment and Intervention

By Yaakov Stern. Folia Phoniatrica et Logopaedica, 2013

1,512 citations recorded by the source corpus.

The concept of reserve is used to explain the observation that some individuals function better than others in the presence of brain pathology. This article reviews the concept of reserve from its theoretical basis to the implication of reserve for clinical practice. A distinction between brain reserve, referring to individual differences in the anatomic substrate, and cognitive reserve, referring to differences in the flexibility or adaptivity of cognitive networks, is useful. Epidemiologic evidence indicates that a set of life exposures including higher educational and occupational attainment, and engaging in leisure activities is associated with a lower risk of incident dementia, suggesting that these life exposures may enhance cognitive reserve. This provides a basis for controlled clinical studies that can test specific exposures that may enhance reserve. The concept of cognitive reserve also has important implications for clinical practice in terms of diagnosis and prognosis.

Subfields: Cognitive Neuroscience, Health, Toxicology and Mutagenesis, Psychiatry and Mental health

View Paper: https://www.semanticscholar.org/paper/64a830ae0d94eec6df4be953b1c8a00fe547964f

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In Cognitive Neuroscience

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Citations in the corpus

Effects of Physical Exercise on Cognitive Functioning and Wellbeing: Biological and Psychological Benefits (2018, background): “It has been hypothesized a neural compensation mechanism that permits to perform complex activities (Stern, 2009).”
Do “Brain-Training” Programs Work? (2016, neutral): “Rather, the development of such capacities appears to require sustained investment in relatively complex environments that afford opportunities for consistent practice and engagement with domain-related challenges (Ericsson, 2006; Ericsson & Charness, 1994; Ericsson & Kintsch, 1995; Ericsson, Krampe”
Toward defining the preclinical stages of Alzheimer's disease: Recommendations from the National Institute on Aging-Alzheimer's Association workgroups on diagnostic guidelines for Alzheimer's disease (2011, neutral): “…these criteria will enable researchers to characterize further the sequence of biological events over the course of preclinical AD, refine biomarker criteria that will best predict clinical outcome, and ultimately aid in selecting appropriate populations for preclinical therapeutic intervention.”
Education and Cognitive Functioning Across the Life Span (2020, background): “All these scenarios have been empirically observed (see, e.g., Stern, 2006, 2009, 2012, for reviews) and can be explained without evoking the concept of cognitive reserve.”