Longitudinal socioemotional pathways between retrospective early life maternal relationship quality and episodic memory in older adulthood

Life Course Associations of Sibling Relationships and Cognitive Functioning in Late Adulthood

OBJECTIVES

Relying on the linked lives concept within the life course perspective, the current study examined the lifelong associations of sibling relationships and their effects on cognitive functioning in late adulthood.

METHODS

Using data from the sibling cohort of the Wisconsin Longitudinal Study, we estimated a mediational model, examining the effects of childhood sibling interactions and adverse childhood experiences (ACEs), as proxy measures for the parent-child relationship, on cognitive functioning in late adulthood through adult sibling closeness and contact. Respondents' cognitive functioning was assessed using the Telephone Interview for Cognitive Status-modified (TICS-m) when they were in their early 80s, on average. We conducted multilevel structural equation modeling.

RESULTS

Positive childhood sibling interactions (e.g., hugging, helping) were associated with increased adult sibling closeness and contact, whereas higher cumulative ACEs were associated with decreased adult sibling closeness and contact. We found significant indirect associations: (a) positive sibling interactions during childhood were associated with more frequent sibling contact across respondents' mid-50s through early 70s, which was in turn associated with higher TICS-m scores in their early 80s; (b) higher cumulative ACEs were associated with less frequent sibling contact, which was in turn associated with lower TICS-m scores.

DISCUSSION

The results suggest that childhood experiences within the family of origin may have lasting effects on adult sibling relationships and the cognitive functioning of older adults. This study highlights the potential cognitive benefits of frequent contact with adult siblings, underscoring the importance of nurturing sibling relationships throughout one's life.

Social Relationships and Adaptation in Later Life

Social relations encompass a complex and dynamic set of characteristics that have been shown to distinctly affect health and quality of life across the lifespan and especially in older adulthood. In this chapter we begin with a brief review of several prominent theories of social relations. Next, we consider how social relations can be understood based on the resource they provide (e.g., contact frequency, social support), the relationship they stem from (e.g., friends, family), the strength of the tie (e.g., strong, weak) as well as the means of communication (e.g., offline, online). We briefly summarize how these characteristics have been shown to uniquely influence health and quality of life in older adulthood. Finally, we contemplate potential clinical applications, provide recommendations for the future and offer final concluding comments.

Social Relationships in Early Life and Episodic Memory in Mid- and Late Life

OBJECTIVES

This study examines the longitudinal relationships between retrospective reports of early-life social relationships (i.e., having good friends, parent-child relationship quality, and childhood neighborhood social cohesion) and episodic memory in China.

METHODS

We analyzed 2 waves of data (2011 and 2015) from the China Health and Retirement Longitudinal Study. The analytical sample included 9,285 respondents aged 45 and older at baseline. A lagged dependent variable approach was used to estimate the associations between measures of early-life social relationships and episodic memory change at the study's 4-year follow-up.

RESULTS

Retrospective reports of better early-life social relationships are significantly associated with higher levels of episodic memory performance in 2015 among middle-aged and older Chinese, controlling for episodic memory in 2011, childhood socioeconomic status, adulthood sociodemographic variables, and the history of stroke. Educational attainment accounts for a significant portion of the associations between early-life social relationships and episodic memory. In contrast, mental health and social engagement in adulthood account for a small part of these associations.

DISCUSSION

The findings suggest that positive early-life social relationships are beneficial for episodic memory in mid- and late life, and more research is needed to examine the underlying mechanisms.

Psychosocial Protective Factors in Cognitive Aging: A Targeted Review

OBJECTIVE

The lack of disease-modifying pharmacological agents for dementia highlights the critical importance of prevention, but known modifiable factors (e.g., education, physical health and health behaviors, depression, and social isolation) do not fully represent potential intervention targets. Positive psychosocial factors predict cognitive aging outcomes above and beyond known risk factors and may also correspond to upstream determinants that open up new avenues for prevention and intervention, as well as for reducing racial/ethnic inequalities in dementia. In this brief report, I summarize contemporary evidence for three positive psychosocial factors that appear to be particularly relevant to cognitive aging: perceived control, religious involvement, and social relations.

METHODS

Targeted review and synthesis of published studies.

RESULTS

Each of the multidimensional constructs appears to contain "active ingredients" that could help to optimize cognitive aging through disparate mechanisms. Although historically marginalized racial/ethnic groups face disproportionate barriers to accessing certain psychosocial protective factors (e.g., perceived control), these same groups also exhibit naturally occurring sources of psychosocial resilience (e.g., religious involvement) that allow them to achieve better late-life cognitive health than would be otherwise expected. With regard to social relations, converging evidence from disparate studies shows that fostering late-life friendships in particular may have high potential for building cognitive reserve and promoting healthy cognitive aging.

CONCLUSIONS

Positive psychosocial factors represent culturally relevant resources that, through careful research, could ultimately be harnessed to promote better cognitive aging for a growing and increasingly diverse population of older adults.

How babies learn: The autonomic socioemotional reflex

BACKGROUND

Human and animal research has long documented the negative effects of early traumatic events on long-term development and socioemotional behavior. Yet, how and where the body stores these memories remains unclear. Current theories propose that the brain stores such memory in the subcortical limbic system. However, a clear theory of change with testable hypothesis has yet to emerge.

AIMS

In this paper, we review the classical Pavlovian conditioning learning tradition, along with its functional variant. Then, we review calming cycle theory, which builds upon the idea that mother/infant learning is distinct from other types of learning, requiring a new set of assumptions in light of functional Pavlovian conditioning.

CONCLUSION

Calming cycle theory states that learning of behaviors associated with subcortical autonomic physiology is separate and distinct from learning of behaviors associated with cortical physiology. Mother/infant autonomic learning starts in the uterine environment via functional Pavlovian co-conditioning that is stored as conditional reflexes within the dyad's autonomic nervous systems. These reflexes are preserved transnatally as autonomic socioemotional reflexes (ASRs), which can be used to monitor mother-infant relational health. The functional Pavlovian co-conditioning mechanism can be exploited to change the physiological/behavioral reflex response. The theory provides a well established learning mechanism, a theory of change and a method of change, along with a set of hypotheses with which to test the theory. We present evidence from a randomized controlled trial with prematurely born infants and their mothers that supports calming cycle theory.

Social Relations Across the Life Span: Scientific Advances, Emerging Issues, and Future Challenges

Accumulating evidence demonstrates the importance of social relations at all stages of life (infancy, childhood, adolescence, adulthood, and old age) and in diverse domains of life (including health and well-being). To illustrate the newest advancements in the scientific study of social relations over the life course, we address five emerging areas of importance: societal and demographic changes in family structure; effects of new technologies on social relations; the fundamental influence of context on social relations, illustrated with the sample case of health; the role of social relations in the unfortunate but pressing crisis of trauma among the increasing number of refugees worldwide; and, finally, effects of social relations on cognitive functioning in late life. Each of these areas highlights critical key concepts and methodological approaches, illustrating that the study of social relations is demanding but holds great promise for meeting the urgent needs of developmental science specifically and society generally.

Life course biopsychosocial effects of retrospective childhood social support and later-life cognition

Social support during childhood lays the foundation for social relationships throughout the life course and has been shown to predict a wide range of mental and physical health outcomes. Social support measured in late life is prospectively associated with better cognitive aging, but few studies have evaluated social support received earlier in the life course. We quantified the effects of childhood social support, reported retrospectively, on later-life cognitive trajectories and investigated biopsychosocial mechanisms underlying these associations. Latent growth curve models estimated 10-year cognitive trajectories in 8,538 participants (baseline ages 45-93; Mage = 63) in the REasons for Geographic And Racial Differences in Stroke (REGARDS) project. Independent of sociodemographics, childhood socioeconomic status, and household size, greater retrospective childhood social support was associated with better initial episodic memory, but not verbal fluency or cognitive change, in later adulthood. Associations with initial memory level were mediated by sociodemographic and psychosocial variables; specifically, those who reported greater childhood social support reported higher educational attainment and had better physical and emotional health in adulthood, which were each associated with better memory. These results provide support for broad and enduring effects of childhood social support on mental, physical, and cognitive health decades later. (PsycINFO Database Record (c) 2019 APA, all rights reserved).