Histories of Social Engagement and Cognitive Functioning

研究表明，更大的社会参与度？这个术语用来泛指数量上的 而社会互动的质量方面与认知能力下降的风险显著降低有关 以及老年人的痴呆症。社会参与是否以及如何开始影响成年人的问题 生命过程中早期的认知仍然没有答案，关于社会的哪些方面的问题也是如此 参与度可能是最有影响力的，以及这些影响是否反映了社会历史的累积 敬业度或更高级别的敬业度。利用关于社交网络的丰富的纵向数据 参与(从童年与父母的关系到现在的成人关系)从中年开始 美国(MIDUS)I和II研究，以及创新的MIDUS生物和认知数据，这 应用程序提出了一系列分析，旨在显著提高我们对历史如何 社交参与度可能会影响成年人的认知功能，扩大了先前的研究，以回答 以下问题：1)考虑社会参与的数量/结构和质量方面， 哪些特征对成年人的认知影响最大？2)社交参与度会累积影响吗？ (即，历史信息可以追溯到童年时期与父母的关系是否有帮助 来解释观察到的成年人认知功能的差异)；3)社会参与史 与年轻人和中年人(以及老年人)的成人认知有关，如果是这样，关系是不是 年轻人与老年人是否相似或不同？4)在性别或社会经济(SES)方面， 社会投入和认知之间的关系模式？5)这种关系在多大程度上 由经常假设的中介因素解释，如健康行为和/或健康状况？；以及6) 主要的生物调节系统似乎在多大程度上调节了社会和社会之间的关系 参与度和成人认知(即，社交参与度是如何深入到皮肤下的)？这些问题的答案 这些问题将大大扩展我们对社会参与是否以及如何可能 影响从年轻到成年的认知，以及这些关系可能如何被 年龄、性别或性别。只有通过更好地理解这些关系的错综复杂，我们才能希望 在未来的任何努力中取得成功，以降低那些认知能力下降和/或损害的风险 由于不那么有利的社会历史而导致的弱势群体。

Research has suggested that greater social engagement ¿ a term used to refer broadly to both quantitative and qualitative aspects of social interaction ¿ is associated with significantly lower risks for cognitive decline and dementia in older adults. The question of whether and how social engagement may begin to affect adult cognition earlier in the life course remains unanswered, as do questions regarding which aspects of social engagement may be most influential, and whether these effects reflect cumulative histories of social engagement or only more current levels of engagement. Drawing on rich longitudinal data about social engagement (from childhood relationships with parents through current adult relationships) from the Mid-Life in the US (MIDUS) I and II studies, as well as innovative new MIDUS biological and cognitive data, this application proposes a series of analyses designed to significantly advance our understanding of how histories of social engagement may impact on adult cognitive functioning, expanding on prior research to answer the following questions: 1) Considering both quantitative/structural and qualitative aspects of social engagement, which features are most consequential to adult cognition?; 2) Are social engagement influences cumulative (i.e., does historical information extending potentially as far back as childhood relationships with parents help to account for observed differences in adult cognitive functioning)?; 3) Are histories of social engagement related to adult cognition in younger and middle-aged (as well as older) adults and, if so, are the relationships similar or different at younger versus older ages?; 4) Are there sex or socio-economic (SES) differences in the patterning of the relationship between social engagement and cognition?; 5) To what extent is the relationship explained by frequently hypothesized mediators such as health behaviors and/or health conditions?; and 6) to what extent do major biological regulatory systems appear to mediate the relationship between social engagement and adult cognition (i.e., how does social engagement ¿get under the skin¿)? Answers to these questions will serve to significantly extend our understanding of whether and how social engagement may influence cognition from younger through older adulthood, and how these relationships may be moderated by age, sex or SES. Only through greater understanding of the intricacies of these relationships can we hope to be successful in any future efforts to reduce risks of cognitive decline and/or impairment for those made more vulnerable as a result of less advantaged social histories.