The Seattle Longitudinal Study: Past, Present and Future K. Warner Schaie, Ph.D. Sherry L. Willis, Ph.D. University of Washington Acknowledgements Funded in part by Grant R13AG030995-01A1 from the National Institute on Aging The views expressed in written conference materials or publications and by speakers and moderators do not necessarily reflect the official policies of the Department of Health and Human Services; nor does mention by trade names, commercial practices, or organizations imply endorsement by the U.S. Government. Work on the Seattle Longitudinal Study, data from which are reported here, has been supported by grants from: The National Institute of Child Health and Human Development (HD00367, 1963-1965; HD04476, 1970-1973) and the National Institute of Aging (AG00480, 1973-1979; AG03544, 1982-1986; (AG04470, 1984-1989; AG08055, 1980-2006; currently AG024102, 2005-2015 and AG027759, 2006-2008). Scientific Collaborators Elizabeth Aylward Paul Baltes Ute Bayen Hayden Bothworth Julie Boron Barbara Buech Heather Chipuer Theresa Cooney Ranjana Dutta Dennis Gerstorf Judith Gonda Kathy Gribbin Christopher Hertzog Robert Intrieri Alfred Kaszniak Iseli Krauss Karen Lala Thomas Ledermann Heiner Maier Scott Maitland John Nesselroade Ha Nguyen Iris Parham Robert Plomin Margaret Quayhagen Andrew Revell Amy Roth Lindsay Ryan Vicki Stone Charles Strother Nicholas Turiano Gisela Vief Elizabeth Zelinski Thomas Barrett Paul Borghesani Grace Caskie Cindy de Frias Michael Gilewski Ann Gruber-Baldini Gina Jay Eric Labouvie Tara Madhyastha Ann Nardi Ann O’Hanlon Samuel Popkin Anne Richards John Schulenberg Linda Teri Faika Zanjan The Seattle Longitudinal Study (SLS) Major Topics Age Changes and Age Differences Antecedents of Individual Differences in Aging Cohort & Generational Differences Interventions to Slow Cognitive Aging Family Studies Midlife Precursors of Cognitive Decline or Maintenance in Old Age Conceptual Model of the SLS Design of the Seattle Longitudinal Study 1956 1963 S1T1 S1T2 Study Waves 1970 1977 1984 S1T3 S1T4 S1T5 1991 1998 2005 S1T6 S1T7 S1T8 (N = 38) (N = 26) S2T7 S2T8 (N = 500) (N = 303) (N = 162) (N = 130) (N = 92) (N = 71) S2T2 S2T3 (N = 997) (N = 420) S3T3 S2T4 S2T5 S2T6 (N = 337) (N = 204) (N = 161) (N = 104) (N = 74) S3T4 S3T5 S3T6 S3T7 S3T8 S4T4 S4T5 S4T6 S4T7 S4T8 (N = 705) (N = 340) (N = 225) (N = 175) (N = 127) (N = 93) (N = 612) (N = 294) (N = 201) (N = 136) (N = 119) S5T5 S5T6 S5T7 S5T8 (N = 628) (N = 428) (N = 266) (N = 186) S6T6 S6T7 S6T8 (N = 693) (N = 406) (N = 288) S = Sample; T = Time of Measurement S7T7 S7T8 (N = 719) (N = 421) Cognitive Personlaity 5 PMA: Voc Reason, Number Space Fluency TBR 6 Factors: Verbal Space Number Reason Memory Speed NEO Everyday Problems 13 PF Neuropsych Lifestyle Health Biomarkers 8 Activity Domains ICD-A APO-E Self Report Lipids Homocystene C-Reactive Pharmacy Neuroimaging Work Enviornment (Moos, Schooler) Family Environment Demographics ABILITIES Verbal Comprehension Spatial Orientation Inductive Reasoning Numeric Facility Perceptual Speed Verbal Memory Examples of Ability Test Items Verbal Verbal Meaning Meaning OLD OLD a. a. Good Good b. b. Ancient Ancient d. d. Respected Respected c. c. Wise Wise Space Space F F F F F F Reasoning Reasoning aa bb w w cc dd xx ee ff Number Number bb yy dd gg a. a. b. b. 46 46 15 15 27 27 88 88 28 28 39 39 12 12 78 78 a. a. b. b. R R R R W W W W TBR Measures: Examples A. Psychomotor Speed: Composite of Two Measures: 1. Copying Paragraph “The DUKE carried a Sword.” 2. Giving Antonyms or Synonyms a. White - Black b. White - Pale B. Motor Cognitive Flexibility (Set Shifting): Composite of Measures 1. Ratio: Speed of Copying/Speed of Set Shifting (“The DUKE carried a Sword.”/”tHE duke CARRIED A sWORD” 2. Ratio: Antonyms or Synonyms Antonyms: WHITE - Black Synonyms: white - pale C. Attitudinal Flexibility: Questionnaire (T/F) “It bothers me if people can’t make up their mind.” “I would go into a theatre without buying a ticket.” Cross-Sectional Age Differences Longitudinal Age Changes Longitudinal Changes: Cognitive Styles (TBR Factors) Separating Cohort Differences from AGE Changes Example of a Cohort-Sequential Data Set from the SLS Age Age Birth Birth Cohort Cohort 39 39 46 46 53 53 60 60 67 67 1917 1917 1956 1956 1963 1963 1970 1970 1977 1977 1984 1984 1924 1924 1963 1963 1970 1970 1977 1977 1984 1984 1991 1991 Studying Cohort/Generational Differences: Cohort Studies Family Studies Cohort Studies Cohort Effects in Cognitive Styles (TBR) The Family (Generational) Study Family Similarity in Intellectual Competence Family Similarity in Cognitive Style Similarity in Perception of Family Environment Generational Difference in Abilities 62 Number 60 Reasoning Space 58 Verbal Meaning Word Fluency 56 54 52 50 48 Occasion: Generation 1970 1977 Parents 1984 1989 1996 2003 Adult Offspring New Family Studies Third Generation Study Studies of Rate of Change Rate of Cognitive Change Inductive Reasoning 65 60 Mean T-Scores 55 50 45 40 35 1889 1896 1903 1910 1917 1924 1931 1938 1945 1952 1959 1966 30 25 32 39 46 53 60 Age 67 74 81 88 Rate of Cognitive Change Verbal Ability 60 55 Mean T-Scores 50 45 40 35 30 1889 1896 1903 1910 1917 1924 1931 1938 1945 1952 1959 1966 25 25 32 39 46 53 60 Age 67 74 81 88 Cohort Differences in Cognitive Aging: Higher Levels Shallower Rates of Decline among Later-Born Cohorts Fluid Abilities: Inductive Reasoning Crystallized Abilities: Verbal Meaning 0.60 SD * 60 70 80 0.57 SD * 50 50 60 70 80 Later-born cohorts (1914–1948) Earlier-born cohorts (1883–1913) Note. Models covaried for gender, education, and presence of circulatory diseases. Note. * p < .01 Gerstorf et al., 2009 Impact of Demographic Characteristics Education Occupation Verbal Ability and Education Verbal Ability and Occupation Cognitive Interventions to Slow Aging Remediation or New Learning Need for Longitudinal Data Targets of Intervention Transfer of Training Maintenance of Effects Design of Training Study Design of Seattle Training Study within within Longitudinal Study SLS 1984 Wave 1970 1984 1977 1991 1991 1998 1991 Wave 1998 1998 Wave 1984 PreTrain 14 Yr 1998 Booster 1 Booster 2 Pre Post Pre Post Occasion Pre Post Training Results of Cognitive Training Results Ability: of Cognitive Training Reasoning 3 Training Waves 7 6 5 4 Space Train Reason Train 3 2 1 0 1984 Wave 1991 Wave 1998 Wave Maintenance of Cognitive Training Over 14 Years Early Detection of Risk of Dementia Neuropsychology Studies in Community Dwelling Persons Genetic Studies: The ApoE Gene Cognitive Training as Early Predictor of Impairment Population Screened Community Dwelling Adults Aged 60 + Total Screened = 499 Neuropsychologists’ Consensus Probably impaired: Borderline: Should be monitored: Normal: 12 (2.4%) 22 (4.4%) 111 (22.%) 354 (70.9%) Training and Cognitive Training and Cognitive Impairment: 28 Year Data Impairment: 28-Year Data Reas Normal Reas Monitor Reas Cog Im 56 54 PMA Reasoning 52 50 48 46 44 42 40 38 36 1970 Pretrain 1984 Pretest 1984 Posttest 1991 Boost 1991Boost 1998Boost 1998Boost2 1 Pretest 1 Post 2 Pretest Post T ime of Measurement Correlating Autopsy Findings with Cognitive Change Current and Future Work with the Seattle Longitudinal Study Midlife Cognitive Change and Risk of Cognitive Decline Key Questions: Is cognitive status and change in midlife predictive of Subsequent cognitive risk Successful aging Is midlife cognitive change related to brain volume and rate of change in brain volume? What behavioral and health factors are related to cognitive change in midlife and old age? Background: Stability of cognitive functioning is normative in midlife Longitudinal studies indicate subgroups with cognitive decline or gain Prospective dementia studies indicate lengthy preclinical phase beginning in late midlife Multi-ability involvement in preclinical phase Cognitive reserve appears to develop early and may reduce risk of cognitive impairment Limited study of brain-behavior associations in midlife SLS Sample: Older Cohort (b1914 - 1941) Ability data available in midlife and old age N = 332 Middle Age Cohort (b1942 - 1962) Ability data available in midlife N = 321 Development of Midlife Cognitive Risk Profile: 3 Abilities associated with Cognitive Impairment Episodic Memory Reliable decline, stable, or gain in midlife Executive Functioning Reliable decline, stable, or gain in midlife Psychomotor Speed Reliable decline, stable, or gain in midlife Delayed Recall t-score 60 55 50 45 Decline--ScanOA 40 35 Gain--ScanOA Decline--ScanMA Gain--ScanMA 46 53 60 AGE 67 74 Specificity of Midlife Change Patterns: Longitudinal Data Midlife Decline on Episodic Memory DLREC EX VOC NUM SPATIAL 65 60 55 50 45 40 35 30 46 53 60 67 74 AGE Midlife Gain on Episodic Memory DLREC EX VOC NUM SPATIAL REASON 65 60 55 50 45 40 35 30 46 53 60 AGE 67 74 Long term Outcomes of Midlife Cognitive Change: Hippocampal Volume in Old Age Delayed Recall t-sco re 60 Scan MA Scan OA 55 50 45 Decline--ScanOA 40 Gain--ScanOA Decline--ScanMA Gain--ScanMA 7 35 46 6 53 60 67 74 AGE 5 4 Midlife Decline 3 Midlife Gain Midlife Decline 2 Midlife Gain 1 0 Scan OA Scan MA Adjusted means: ICV, Memory score age 60 Gainer - Old Age Decliner - Old Age Borghesani et al. 2010 Midlife Predictors: Level and Rate of Change in Memory & Executive Functions (Predictors Common to Memory and Executive versus Unique to One Ability) EXAGE46 MCR .37** -.14 COMORBIDITY .21* Ex Int EXAGE60 Ex Lin EXAGE67 -.09* APOE4 -.24* EXAGE53 Ex Quad EXAGE74 .06* Int ACTIVITIES .37** TDLAGE53 DR Int .22** GENDER YR EDUC .33** TDLAGE60 .28* TDLAGE67 DR Lin TDLAGE74 Willis et al., 2010 Engagement in Midlife: Intellectual Activities Work Environment in Midlife: Routinization in Work Activities Societal Implications Normative Decline of Cognitive Abilities Does not Occur until the mid-60s Decline Does not Become Substantial until the late 70s or early 80s Successive Generations Attain Higher Levels of Function and Show Later Decline Normative Decline can be Slowed by Cognitive Training High Level of Educational and Occupational Status and Stimulating Environments Support Maintenance of Cognitive Function in Old Age Implications for Clinical Practice Cognitive Decline Prior to Age 60 May be an Indicator of Neuro- or Psychopathology Midlife Cognitive Decline May be a Predictor of High Risk of Dementia in Old Age Cognitive Training May be a Useful Intervention for Delaying Onset of Clinically Diagnosable Dementia Reference: Schaie, K. W. (2005). Developmental influences on adult intelligence: The Seattle Longitudinal Study. New York: Oxford University Press Web site URL: http://www.uwpsychiatry.org/sls