María Dolores Zamarrón

The contribution of socio-demographic and psychosocial factors to life satisfaction

Life satisfaction continues to be an important construct in the psychosocial study of ageing. It is one of the commonly-accepted subjective conditions of quality of life and seems to be one of the facets of successful ageing, both of which are key concepts in ageing. Research reports that life satisfaction is strongly related to socio-demographic and psychosocial variables. These, however, are mutually dependent interactive variables, and much more attention should be paid to the study of the relative contribution of these two types of factors to life satisfaction. The purpose of the research reported in this article was to discover which socio-demographic conditions and psychosocial factors are the most important, and to decide to what extent they contribute to life satisfaction. A sample of 507 individuals aged 65 and over and representative of the Spanish population in terms of age and gender, were interviewed at home. The results indicate that two socio-demographic characteristics (income and education) influence life satisfaction both directly and also indirectly, through psychosocial factors such as activity (physical activity level, satisfaction with leisure activities, and social contacts), perceived health and physical illness. Among psychosocial factors, activity and health both contribute to explaining life satisfaction. The results are discussed from the point of view of the activity theory of ageing.

Assessing Competence: The European Survey on Aging Protocol (ESAP)

Objectives: The main goal of this research project was to translate and adapt the European Survey on Ageing Protocol (ESAP) to 7 European countries/cultures. This article presents preliminary results from the ESAP, the basic assessment instrument of EXCELSA (European Longitudinal Study of Aging). Methods: 672 individuals aged 30–85, selected through quota sampling (by age, gender, education and living conditions), participated in this study, with 96 subjects from each of the 7 European countries. The basic research protocol for assessing competence and its determinants was designed to be administered in a 90-min in-home face-to-face interview. It contains a series of questions, instruments, scales and physical tests assessing social relationships and caregiving, mental abilities, well-being, personality, mastery and perceived control, self-reported health, lifestyles, anthropometry, biobehavioral measures and sociodemographic variables. Results: 84% of ESAP measures are age-dependent and 75% of them discriminate between education levels. Minor differences were found due to gender, and between people living in rural and urban areas. Exploratory factor analysis yielded 10 factors accounting for 67.85% of total variance, one of which was identified as cognitive and physical ‘competence’. This factorial structure was tested across countries through concordance coefficients. Finally, using structural equation modeling, our data were fitted into a model of competence. When the sample was split into younger groups (aged 30–49 years) and older ones (50 and more years), the same model was appropriate for our data. Discussion: The results are discussed in accordance with other findings on psychosocial, biophysical and sociodemographic components of competence, and also in accordance with theories on competence and successful aging.

Cognitive plasticity in healthy, Mild Cognitive Impairment (MCI) subjects and Alzheimer's disease patients: A research project in Spain

Cognitive plasticity, learning potential, and rehabilitation potential are new constructs, which are understood as expressions of neural plasticity. They are assessed through dynamic assessment (or...

Cognitive plasticity in normal and pathological aging

The main goal of the present study is to examine to what extent age and cognitive impairment contribute to learning performance (cognitive plasticity, cognitive modifiability, or learning potential). To address this question, participants coming from four studies (Longitudinal Study of Active Aging, age range, 55–75 years, N = 458; Longitudinal Study in the very old [90+], age range, 90–102, N = 188, and Cognitive Plasticity within the Course of Cognitive Impairment, 97 “Normal”, 57 mild cognitive impairment [MCI], and 98 Alzheimer’s disease [AD] patients) were examined through a measure of verbal learning (developed from Rey). The results show that all age, MCI, and AD groups learned across the five learning trials of that test, but significant differences were found due to age, pathology, and education. The effects of pathology (MCI and AD) can be expressed in a metric of “years of normal decline by age”; specifically, being MCI means suffering an impairment in performance that is equivalent to the decline of a normal individual during 15 years, whereas the impact of AD is equivalent to 22.7 years. Likewise, the improvement associated with about 5 years of education is equivalent to about 1 year less of normal aging. Also, the two pathological groups significantly differed from “normal” groups in the delayed trial of the test. The most dramatic difference is that between the “normal” group and the AD patients, which shows relatively poorer performance for the AD group in the delayed trial than in the first learning trial. The potential role of this unique effect for quick detection purposes of AD is assessed (in the 75–89 years age range, sensitivity and specificity equal 0.813 and 0.917, respectively).

Productivity in Old Age

It is commonly assumed that older adults are “unproductive” as soon as they retire and begin receiving a pension from the social security system, as occurs in most European countries. This article deals with the concept of unpaid work and social productivity, on the basis of data collected in the base line of the Estudio Longitudinal sobre Envejecimiento Activo (ELEA; Longitudinal Study of Active Aging), exploring the extent to which Spanish older adults (aged 55 to 75) report being involved in productive activities. First, the data are examined by age, gender, and working status; and second, under moderate-cost assumptions, the unpaid contribution to society of older people is calculated, in terms of Euros. The results are discussed in the context of other general studies about unpaid productive activities in old age; it is concluded that our sample is characterized by a focus on productive activity related to care for other adults and children and their estimated contribution in unpaid activities expresses the importance of older persons as social capital.

Effects of University Programs for Older Adults: Changes in Cultural and Group Stereotype, Self-Perception of Aging, and Emotional Balance

University Programs for Older Adults (Programas Universitarios para Adultos Mayores or PUMAs) have been developed throughout the world as an outcome of two worldwide policies: Life Long Learning (LLL) and Active Aging as a priority direction (UN, 2002). According to these policies, older persons should become full participants in the development process of a society, sharing in its benefits, while policies and actions should promote a positive view of aging. The present paper sets out to report some of the results from the evaluation of four PUMAs offered in 2009–2010 at four Universities: Autónoma University of Madrid (Spain), Autónoma University of Mexico (Mexico), Catholic University (Chile), and La Habana University (Cuba). With this purpose, a study with quasiexperimental design and nonequivalent control group was carried out. In total, 313 students (75% women, age range 50–87) on these four PUMAs and 190 controls (77% female, age range 50–91) participated in this evaluation study. Pre- and postexperimental and control comparisons results yielded significant differences in the expected direction: those people attending PUMAs significantly improved their self-perception of aging and group stereotypes, as well as significantly reduced their negative affect, and improving their emotional balance. At the same time, their perception of cultural age stereotypes became more negative. The results are discussed from the point of view of the II International Plan of Action on Aging objectives: the reduction of negative stereotypes and the promotion of the role of PUMAs in active aging.

Asociación entre la realización de ejercicio e indicadores de funcionamiento físico y cognitivo. Comparativa de resultados en función de la edad

BACKGROUND Gerontology research shows the importance of physical exercise for active aging. This study demonstrates the relationship between the practice of aerobic exercise, and physical fitness (muscle strength, respiratory capacity and motor speed) and cognitive performance (memory and visual-perceptual speed) and analyzes whether age is a modulating factor of this relationship. MATERIAL AND METHODS The sample included 690 subjects with an age range of 30-85 years. The level of physical exercise was assessed using self-report form. Two sub-scales were used for the evaluation of cognitive performance: Digit Span Backwards and Digit Symbol (both are sub-scales of the Wechsler Adult Intelligence Scale--WAIS). The physical fitness was assessed using bio-behavioral measurements (strength, lung capacity, speed). To test the combined effect of exercise and age on the two variables (physical fitness and cognitive performance) two separate factorial analysis of variance were performed (procedure--general linear model: Univariate). RESULT The most significant result showed that scores on cognitive performance is a function of the intensity of the physical activity (F = 4.8; P < 0.002). With regard to physical fitness, its relationship with physical exercise is also significant (F = 4.10; P<0.007) as well as the interaction between exercise and age (F = 2.2; P<0.001). CONCLUSIONS The intensity in achieving aerobic exercise is associated with physical fitness and cognitive performance. Age has a specific weight in the association between exercise and physical fitness, this effect is higher in the older age groups (65-74 and 75-85 years for 30-49 and 50-64 years). These data suggest the compensatory effect of exercise on decline in old age.

Actividades cognitivas y funcionamiento cognitivo en personas muy mayores

INTRODUCTION The aim of this study was to analyse whether the activity is a protective factor of intellectual decline, and specifically to examine whether intellectual activity versus other activities, is a better predictor for the maintenance of cognitive functioning in a group of people over 90 years, independent in basic daily living activities and having preserved cognitive capacity. MATERIAL AND METHODS This sample was selected from a bio-psycho-social longitudinal study of independent persons 90 and over. This is a longitudinal study involving 188 people, 67 males and 121 females. Measurements were taken of cognitive functioning and level of activity and repeated between 6 and 14 months; inferential analysis was performed at baseline and follow-up. RESULTS At base-line, there is a strong association between the level of activity and performance. Also, and most important, intellectual activities at baseline predict cognitive functioning at follow-up. According to our results, intellectual activities and the maintenance of cognitive functioning are associated with the absence of cognitive impairment in the very elderly. CONCLUSIONS This has important implications for the scientific community in finding a predictive index and strategies, but also for the individual to identify factors of change on which to act to reduce problems associated with aging.