Aging Minds: Normal vs Abnormal Cognitive Decline
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Having a “senior moment” and having dementia are things that are quite distinct from one another; while we may very reasonably intend to fight every part of it, it’s good to know what’s “normal” as well as what is starting to look like progress into something more severe:
Know the differences
Cognitive abilities naturally decline with age, often beginning around 30 (yes, really—the first changes are mostly metabolic though, so this is far from set in stone). Commonly-noticed changes include:
- slower thinking
- difficulty multitasking
- reduced attention
- weaker memory.
Over time, these changes have what is believed to be a two-way association (as in, each causes/worsens the other) with changes in brain structure, especially reduced hippocampal and frontal lobe volume.
- Gradual cognitive changes are normal with age, whereas dementia involves a pathological decline affecting memory, problem-solving, and behavior.
- Mild Cognitive Impairment (MCI) involves noticeable cognitive decline without disrupting daily life, while dementia affects everyday tasks like cooking or driving.
- Dementia causes significant impairments, including motor challenges like falls or tremors, and dementia-induced cognitive decline symptoms include forgetfulness, getting lost, personality changes, and planning difficulties, often worsening with stress or illness.
To best avoid these, consider: regular exercise, a nutritious diet, good quality sleep, social interaction, and mentally stimulating activities.
Also, often forgotten (in terms of its relevance at least): managing cardiovascular health is very important too. We’ve said it before, and we’ll say it again: what’s good for your heart is good for your brain (since the former feeds the latter with oxygen and nutrients, and also takes away detritus that will otherwise build up in the brain).
For more on all of this, enjoy:
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Want to learn more?
You might also like to read:
Is It Dementia? Spot The Signs (Because None Of Us Are Immune) ← we go into more specific detail here
Take care!
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Why ’10almonds’? Newsletter Name Explained
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It’s Q&A Day!
Each Thursday, we respond to subscriber questions and requests! If it’s something small, we’ll answer it directly; if it’s something bigger, we’ll do a main feature in a follow-up day instead!
So, no question/request to big or small; they’ll just get sorted accordingly
Remember, you can always hit reply to any of our emails, or use the handy feedback widget at the bottom. We always look forward to hearing from you!
Q: Why is your newsletter called 10almonds? Maybe I missed it in the intro email, but my curiosity wants to know the significance. Thanks!”
It’s a reference to a viral Facebook hoax! There was a post going around that claimed:
❝HEADACHE REMEDY. Eat 10–12 almonds, the equivalent of two aspirins, next time you have a headache❞ ← not true!
It made us think about how much health-related disinformation there was online… So, calling ourselves 10almonds was a bit of a tongue-in-cheek reference to that story… but also a reminder to ourselves:
We must always publish information with good scientific evidence behind it!
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What to Eat When – by Drs. Michael Roizen and Michael Crupain
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Here at 10almonds, we cover a lot of the “what to eat”, but tend to only sometimes touch on the “when”—and indeed, this is a reflection of a popular focus. But what if we were to pay a little more attention to that “when”; what would it get us?
According to Drs. Roizen and Crupain… Quite a bit!
In this work, they take into account the various factors affecting the benefit (or harm!) of what we eat when:
- in the context of our circadian rhythm
- in the context of our insulin responses
- in the context of intermittent fasting
The style throughout is very focused on practical actionable advice. For example, amongst other lifestyle-adjustment suggestions, the authors make the case for front-loading various kinds of food earlier in the day, and eating more attentively and mindfully when we do eat.
They also offer a lot of “quick tips” of the kind we love here at 10almonds! Ranging from “how about this breakfast idea” to “roasting chickpeas like this makes a great snack” to “this dessert is three healthy foods disguised as a sundae”
All in all, if you’d like a stack of small tweaks that can add up to a big difference in your overall health, this is a book for you.
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Creatine’s Brain Benefits Increase With Age
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Creatine is generally thought of as a body-building supplement, and for most young people, that’s all it is. But with extra years come extra advantages, and creatine starts to confer cognitive benefits. Dr. Brad Stanfield shares the science:
What the science says
Although 95% of creatine is stored in muscles, 5% is found in the brain, where it helps produce energy needed for brain processes (and that’s a lot of energy—about 20% of our body’s metabolic base rate is accounted for by our brain).
In this video, Dr. Stanfield shares studies showing creatine improving memory, especially in older adults—and also in vegetarians/vegans, since creatine is found in meat (just like in our own bodies, which are also made of meat) and not in plants. On the meta-analysis level, a systematic review concluded that creatine supplementation indeed improves memory, with stronger effects observed in older adults.
Dr. Stanfield also addresses the safety concerns about creatine, which, on balance, are not actually supported by the science (of course, always consult your own doctor to be sure, as your case could vary).
As for dosage, 5g/day is recommended. For more on all of this plus links to the studies cited, enjoy:
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Want to learn more?
You might also like to read:
Creatine: Very Different For Young & Old People
Take care!
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Screaming at Screens?
10almonds is reader-supported. We may, at no cost to you, receive a portion of sales if you purchase a product through a link in this article.
I Screen, You Screen, We All Screen For…?
Dr. Kathryn Birkenbach is a postdoctoral research fellow in the Department of Neuroscience at Columbia University, and Manager of Research at Early Medical in New York.
Kathryn has things to tell us about kids’ neurological development, and screen time spent with electronic devices including phones, tablets, computers, and TVs.
From the 1960s criticism of “the gogglebox” to the modern-day critiques of “iPad babies” as a watchword of parental neglect, there’s plenty people can say against screen time, but Dr. Birkenbach tells us the that the reality is more nuanced:
Context Is Key
On a positive note”: consistent exposure to age-appropriate educational material results in quicker language acquisition than media that’s purely for entertainment purposes, or not age-appropriate.
Contrary to popular belief, children do not in fact learn by osmosis!
Interaction Is Far More Valuable Than Inaction
Kathryn advises that while adults tend to quite easily grasp things from instructional videos, the same does not go for small children.
This means that a lot of educational programming can be beneficial to small children if and only if there is an adult with them to help translate the visual into the practical!
There’s a story that does the rounds on the Internet: a young boy wanted to train his puppy, but didn’t know how. He asked, and was told “search for puppy training on YouTube”. His parents came back later and found him with his iPad, earnestly showing the training videos to the puppy.
We can laugh at the child’s naïvety, knowing that’s not how it works and the puppy will not learn that way, so why make the same mistake in turn?
❝The phenomenon known as the “video deficit effect” can be overcome, when an on-screen guide interacts with the child or a parent is physically present and draws the child’s attention to relevant information.
In other words, interaction with others appears to enhance the perceived salience of on-screen information, unlocking a child’s ability to learn from a medium which would otherwise offer no real-world benefit.❞
Screens Can Supplement, But Can’t Replace, Live Learning & Play
Sci-fi may show us “education pods” in which children learn all they need to from their screen… but according to our most up-to-date science, Dr. Birkenbach says, that simply would not work at all.
Screen time without adult interactions will typically fail to provide small children any benefit.
There is one thing it’s good at, though… attracting and keeping attention.
Thus, even a mere background presence of a TV show in the room will tend to actively reduce the time a small child spends on other activities, including live learning and exploratory play.
The attention-grabbing abilities of TV shows don’t stop at children, though! Adult caregivers will also tend to engage in fewer interactions with their children… and the interactions will be shorter and of lower quality.
In Summary:
- Young children will tend not to learn from non-interactive screen time
- Interactive screen time, ideally with a caregiver, can be educational
- Interactive screen time, not with a carer, can be beneficial (but a weak substitute)
- Interactive screen time refers to shows such as Dora The Explorer, where Dora directly addresses the viewer and asks questions…But it’s reliant on the child caring to answer!
- It can also mean interactive educational apps, provided the child does consciously interact!
- Randomly pressing things is not conscious interaction! The key here is engaging with it intelligently and thoughtfully
- A screen will take a child’s time and attention away from non-screen things: that’s a genuine measurable loss to their development!
Absolute Bottom Line:
Screens can be of benefit to small children, if and only if the material is:
- Age-Appropriate
- Educational
- Interactive
If it’s missing one of those three, it’ll be of little to no benefit, and can even harm, as it reduces the time spent on more beneficial activities.
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How Emotions Are Made – by Dr. Lisa Feldman Barrett
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We’ve previously reviewed Dr. Barrett’s (also good) book Seven And A Half Lessons About The Brain, and this one is very different, and of more practical use:
The main thrust of the book is: the bioessentialist model of emotions is flawed; there is also no Platonic perfect form of any given emotion, and in fact emotions are constructed by the brain as a learned adaptive response.
She argues this from the dual vectors of on the one hand hard sciences of affective neuroscience and clinical psychology, and on the other hand sociology and anthropology.
In the category of criticism: Dr. Barrett, a very well-known and well-respected cognitive neuroscientist, is not an expert on sociology and anthropology, and some of her claims there are verifiably false.
However, most of the book is given over the psychophysiology, which is entirely her thing, and she explains it clearly and simply while backing everything up with mountains of data.
The usefulness of this book is chiefly: if we understand that emotions are not innate and are instead constructed adaptive (and sometimes maladaptive) neurological responses to stimuli and associations, we can set about rewiring things a little in accord with what’s actually more beneficial to us. The book also outlines how.
Bottom line: if you’d like to be able to not merely manage emotions as they are, but also prune and/or grow them from the stem up, then this book provides a robustly scientific approach for doing that.
Click here to check out How Emotions Are Made, and get more discerning about yours!
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What To Do If Having A Stroke Alone?
10almonds is reader-supported. We may, at no cost to you, receive a portion of sales if you purchase a product through a link in this article.
It’s Q&A Day at 10almonds!
Have a question or a request? We love to hear from you!
In cases where we’ve already covered something, we might link to what we wrote before, but will always be happy to revisit any of our topics again in the future too—there’s always more to say!
As ever: if the question/request can be answered briefly, we’ll do it here in our Q&A Thursday edition. If not, we’ll make a main feature of it shortly afterwards!
So, no question/request too big or small 😎
❝Thank you for the video about what to do if you have a heart attack alone, what about what to do if you have a stroke alone?❞
(for anyone who missed that video, here it is)
That’s a good question, especially as stroke risk is rising in the industrialized world in general, and the US in particular.
However, let’s start with the caveat that if you are having a stroke, there’s a good chance you will forget what we are about to say, what with the immediate effects it has on the brain. That said…
The general advice when it comes to looking after someone else who is experiencing a stroke, is, “don’t”.
In other words, call emergency services, and don’t do anything else, e.g:
- don’t give them anything to eat or drink
- don’t give them any medications
- don’t let them go to sleep
- don’t let them talk you out of calling emergency services
- don’t let them drive themselves to hospital
- don’t drive them to hospital yourself either*
*This is for two reasons:
- an ambulance crew has skills and resources that you don’t, and can begin treatment en-route, and also,
- not all hospitals have appropriate resources to treat stroke, so the ambulance crew will know to drive to one that does, instead of driving to a random hospital and hoping for the best
So, flipping this for if it’s you having the stroke, and you’re cognizant enough to remember this:
- do call an ambulance; stay on the line and don’t do anything else unless instructed by the emergency services.
In order to do that, of course it’s important to recognize the symptoms; you probably know these but just in case, the mnemonic is “FAST”:
- Face: is there weakness on one side of their face?
- Arms: if they raise both arms, does one drift downwards?
- Speech: if they speak, is their speech slurred or otherwise unusual?
- Time: to call emergency services
It’s great to not get caught out by surprise, so you might also want to check out:
6 Signs Of Stroke (One Month In Advance)
Take care!
Don’t Forget…
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