Cognitive aging and the life course: A new look at the Scaffolding theory
Patricia A. Reuter‐Lorenz, Denise C. Park
Abstract
Our understanding of human neurocognitive aging, its developmental roots, and life course influences has been transformed by brain imaging technologies, increasing availability of longitudinal data sets, and analytic advances. The Scaffolding Theory of Aging and Cognition is a life course model, proposed originally in 2009, featuring adaptivity and compensatory potential as lifelong mechanisms for meeting neurocognitive challenges posed by the environment and by developing or declining brain circuitry. Here, we review the scaffolding theory in relation to new evidence addressing when during the life course potentially enriching and depleting factors exert their effects on brain health and scaffolding, and we consider the implications for separable, and potentially reciprocal, influences on the level of cognitive function and the rate of decline in later life.