Cognición Competencia

Psychology and Aging 2002, Vol. 17, No. 4, 548 –557

Copyright 2002 by the American Psychological Association, Inc. 0882-7974/02/$5.00 DOI: 10.1037//0882-7974.17.4.548

The Role of Cognitive Stimulation on the Relations Between Age and Cognitive Functioning
Timothy A. Salthouse, Diane E. Berish, and James D. Miles
University of Virginia

To make a convincing argument that cognitivestimulation moderates age trends in cognition there must be (a) a negative relation between age and level of cognitive stimulation, (b) a positive relation between level of cognitive stimulation and level of cognitive functioning, and (c) evidence of an interaction between age and cognitive stimulation in the prediction of cognitive functioning. These conditions were investigated in a study in which 204adults between 20 and 91 years of age completed an activity inventory and performed a variety of cognitive tasks. Only the 1st condition received empirical support, and, thus, the results of this study provide little evidence for the hypothesis that cognitive stimulation preserves or enhances cognitive functioning that would otherwise decline.

There is considerable interest, and oftenacceptance, of the “use it or lose it” adage with respect to the effects of aging on cognitive functioning. This view holds that age-related effects on measures of cognitive performance can be moderated by individuals’ lifestyles, and particularly by the amount of cognitive stimulation individuals receive in their daily lives. Hultsch, Hertzog, Small, and Dixon (1999) stated the hypothesis as follows:“Individuals who engage in activities that make significant loads on their cognitive skills will show greater maintenance or improvement of their abilities than individuals who are exposed to less complex environments with minimal cognitive loads” (p. 246). Many articles and books oriented toward the general public appear to consider the use it or lose it hypothesis firmly established, as is evident inthe following quotations.
By far the best way of actually improving memory and all other mental performances is to use them— by continued activity and learning and by “enrichment of the environment.” Mental deterioration would occur at any age if we had only a chair and a television set. (Comfort, 1976, p. 135) To a large extent, problems with memory and thinking are just the same as problemswith our physical body. If we don’t use a faculty, we will lose it. The myths of aging tend to make us expect intellectual decline. Actually, if we use our minds frequently and in novel ways,

many of the attributes of intelligence, such as wisdom, actually can improve with age. (Fries, 1989, pp. 105–106) Much of what was once attributed to a loss of intelligence is now being recognized as theresult of the way old people are often treated. . . . Study after scientific study has shown that people who stay active and intellectually challenged not only maintain their mental alertness but also live longer. (Dychtwald, 1990, p. 40) The best defense against age-related cognitive decline is practice. Practice prevents disuse from occurring (pp. 69 –70). All of us tend to use certain skills orabilities less as we grow older. As a result, these skills decline (pp. 99 –100). The take-home message when it comes to the brain? Your brain: use it or lose it. (Restak, 1997, p. 246) Maintenance of cognitive ability requires the continued use of the mind, continued engagement in complex cognitive activity. (Rowe & Kahn, 1998, p. 50)

Timothy A. Salthouse, Diane E. Berish, and James D. Miles,Department of Psychology, University of Virginia. We thank the following people who assisted in the collection of data for this project: Diana Cannon, Pascal DeBeouf, Benjamin Delaney, Tracy Kline, Elizabeth Masters, and Matteo Weiner. In addition, D. Z. Hambrick provided valuable comments on an earlier version of the article. Correspondence concerning this article should be addressed to Timothy...