Working and ageing - Cedefop - Europa

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100 Working and ageing Guidance and counselling for mature learners ʻcognitive reserve hypothesisʼ (Stern, 2009), which maintains that active participation and lifelong learning creates an increased cognitive ʻreservoirʼ across the life span and reduces the impact of age on cognition. More specifically, active involvement in activities that improve cognition such as, learning new tasks in the workplace, increase cognitive training, which in turn, improves brain activity and acts as a preventive mechanism to cognitive deterioration. It is not clear whether this effect is independent of premorbid intelligence. Perhaps individuals with higher cognitive ability engage in more stimulating activities throughout their life spans, have more challenging jobs, and pursue more active lifestyles. There are only a few carefully controlled studies on cognitive training in older adults and most assess individuals over the age of 60. The long-lasting memories project is one, funded by the European Commission (Directorate- General Information, Society and Media) which aims to explore cognitive and physical ageing in the elderly using an ICT platform. The platform offers endusers cognitive training combined with physical activity in the framework of an advanced ambient-assisted living environment, in five different countries (Greece, Spain, France, Austria and the UK). The main objective is to provide older people with a user-friendly service to improve their cognitive and physical performances and consequently their quality of life, to prolong their independence and contribution to society. Publication of results of the doubleblinded controlled studies is planned for the end of 2011 and beginning of 2012 (http://www.longlastingmemories.eu/). 5.8. Conclusions Results of empirical research on cognitive ageing and job-related performance in healthy individuals provide substantial insight into determinants of successful ageing and beneficial effects of lifelong learning. Several conclusions can be drawn from this analysis: (a) cognitive ageing is a gradual process, part of normal development, that begins in early adulthood and involves cognitive change. Several brain areas have the ability to reorganise and respond to age-related changes, which may or may not be accompanied by behavioral changes in cognition; (b) there is great heterogeneity in cognitive ageing but most studies agree that there is a plateau in cognitive abilities in middle adulthood and a decline in older age. Indeed, most cognitive abilities remain unchanged
until the age of about 60-65. However, some cognitive processes are more prone to ageing (speed of processing and memory) than others (verbal ability and general knowledge). Deterioration in cognitive processes has been linked to premorbit intellectual ability; (c) longitudinal studies – compared to cross-sectional studies – provide more insight into cognitive ageing since they control for other confounding variables such as years of education and socioeconomic background; (d) life experience and wisdom compensates for age-related changes in cognitive ability in healthy adults. Senior workers benefit from lifelong learning particularly those involved in more demanding jobs. Carefully controlled studies on cognitive training will provide important information on the factors that affect successful ageing in older adults. References CHAPTER 5 Cognitive ageing in older workers and its impact on lifelong learning 101 Aldwin, C.M. et al. (1996). The development of coping resources in adulthood. Journal of personality, Vol. 64, Issue 4, p. 837-871. Andel, R. et al. (2005). Complexity of work and risk of Alzheimerʼs disease: a population-based study of Swedish twins. Journal of gerontology. Series B, Psychological sciences and social sciences, Vol. 60, No 5, p. 251-258. Atkinson, R.C.; Shiffrin, R.M. (1968). Human memory: a proposed system and its control processes. In: Spence, K.W.; Spence, J.T. (eds). The psychology of learning and motivation (Volume 2). New York: Academic Press, p. 89-195. Baddeley, A.D. (1970). Amnesia and the distinction between long- and short-term memory, Journal of verbal learning and verbal behavior, Vol. 9, Issue 2, p. 176-187. Baddeley, A.D. (1999). Essentials of human memory. East Sussex: Psychology Press. Barnes, J.M.; Underwood, B.J. (1959). Fate of first list association in transfer theory. Journal of experimental psychology, Vol. 58, p. 97-105. Birren, J.E.; Fisher, L.M. (1995). Aging and speed of behavior: possible consequences for psychological. Annual review of psychology, Vol. 46, p. 329-353. Blacker, D. et al. (2007). Neuropsychological measures in normal individuals that predict subsequent cognitive decline. Archives of neurology, Vol. 64, No 6, p. 862-871.
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EN Working and ageing Guidance and
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A great deal of additional informat
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Foreword Population ageing is one o
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Acknowledgements This publication r
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8. Policy, research and practice: s
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14.2. Participation rates of indivi
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CHAPTER 1 Setting the scene: promot
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To improve quality and transparency
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Gomes present the set-up and outcom
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CHAPTER 2 Do European employers sup
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CHAPTER 8 Policy, research and prac
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ʻflexicurityʼ model is challenged
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different forms of retirement (2010
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8.8. Policy considerations CHAPTER
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9.1. Introduction CHAPTER 9 Changin
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CHAPTER 9 Changing patterns of guid
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their continuing learning and devel
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CHAPTER 10 Career development in la
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life, much will change. Cate and Jo
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CHAPTER 11 Maintaining senior emplo
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CHAPTER 13 A Swedish programme for
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CHAPTER 14 Realising the potential
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CONCLUSIONS Ageing Europe at work -
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EN Working and ageing Guidance and
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Working and ageing - Cedefop - Europa

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