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Age related cognitive decline during normal aging: The complex effect of education

Archives of Clinical Neuropsychology, Volume 15, pp. 495-514. This discussion, of the extent to which schooling retards age-related declines in mental functioning, found that initial education produces the largest differentiating effect between illiterate and literate people but varies for specific cognitive domains, though, generally, a lower level of cognitive stimulation results in slower cognitive development. Strictly speaking, people attending school are highly stimulated in those tasks usually included in psychological and neuropsychological tests and it is not surprising to find that highest scores in cognitive tests are obtained at an earlier age than with uneducated people.

application/pdf Ardilla et al ACN 2000.pdf — 103 KB