Working and ageing - Cedefop - Europa

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CHAPTER 5 Cognitive ageing in older workers and its impact on lifelong learning Antonia Ypsilanti, Ana Vivas An increasingly ageing population worldwide poses significant challenges in the employment, social and healthcare sectors. The decline in cognitive abilities is a natural but feared process that characterises normal ageing. However, ageing does not affect equally all aspects of cognition, and there is also great variability among individuals. The mechanisms that affect cognitive decline in normal ageing are not clearly understood. It is widely accepted that more research is needed to identify the factors that affect cognitive ageing in healthy adults, and possible ways to overcome or delay this process. Moreover, understanding demographic, biological and psychological factors that underpin cognitive ageing would provide substantial information for professionals in guidance and counselling to encourage older workers to engage in lifelong learning. To this end, the purpose of this chapter is twofold: first it attempts to provide an overview of ongoing research in cognitive ageing and cognitive training in older adults in relation to various demographic (such as gender, economic status, educational level), neurobiological (brain pathology) and psychological factors (premorbid intelligence). Second, it discusses the cognitive functions related to work efficiency and productivity as well as ways to maintain or improve them during ageing. 5.1. Introduction Cognitive ageing differs extensively from individual to individual. Defining cognitive ageing has been challenging, but most studies agree that it is ʻthe impact of age itself on cognitionʼ (Deary et al., 2009 p. 2) in healthy individuals, which is a gradual process that starts from early adulthood (over 25 years of age). According to Eriksonʼs theory of psychosocial development (1956) ageing is yet another stage of cognitive development that requires successful
CHAPTER 5 Cognitive ageing in older workers and its impact on lifelong learning 91 resolution of conflicts that all adults encounter throughout their life spans. In middle adulthood (ages 35 to 65) most people face challenges of creativity and generativity in their personal and professional environments. Successful ageing entails a sense of productivity, achievement and contribution to society and future generations. Determinants of individual variability in cognitive ageing are not fully understood. However, progress has been made over past decades to understand the most significant factors that affect cognitive ageing. Some involve inherited genes, neurobiological changes, general medical condition, socioeconomic and educational background, dieting and lifestyle. To complicate matters further, researchers have not been able to identify fully the characteristics of normal ageing as opposed to mild cognitive impairment in ageing. Indeed, most researchers agree that healthy cognitive ageing and dementia form a continuum rather than two distinct phenomena (Deary et al., 2009). A crucial question to be answered is what are the features that predict the transition from mild cognitive impairment to dementia (Rinne and Någren, 2009). Although, in recent years, use of technologically-advanced neuroimaging techniques has greatly increased our understanding of the brain changes that accompany normal ageing, the functional significance of these changes is not clear. The importance of studying cognitive ageing stems from two basic facts. First, an ageing population worldwide causes important economic and health challenges to society, directly linked to prolonged life expectancy. Second, the cognitive decline associated with normal ageing may disrupt the quality of life of older adults in their personal and professional environments. Although research on cognitive ageing has been fruitful, there are significant differences in results and conclusions in studies. These differences stem from methodological discrepancies in design, sampling, analyses and focus in terms of tasks examined. Professionals in guidance and counselling should consider age-related changes when advising older workers to avoid job-related stress and early retirement. Supporting longer working lives through counselling increases the likelihood of engaging in lifelong learning, updating and renewing skills and adapting to new working conditions. To provide better counselling and guidance services it is essential to understand the needs and abilities of older workers from a cognitive perspective. Specifically, understanding the processes of normal ageing and the changes, if any, in cognitive functions of older workers should increase involvement of workers and employers in lifelong learning.
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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 7 Learning, work and later
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CHAPTER 7 Learning, work and later
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CHAPTER 8 Policy, research and prac
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will need to be supported by struct
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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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Table 9.4. Use of past work experie
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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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