If, however, education is the measure of reserve in older adults, it precludes assessing change or maintenance of reserve. Therefore, in addition to cognitive reserve and cognitive resilience, we introduce maintenance of cognitive reserve as a parallel to brain maintenance. Because resources may be depleted with aging or pathology, one’s level of cognitive reserve may change over time and will be dependent on when assessment takes place. Operational definitions (so-called proxies) should not conflate factors that may influence reserve-such as occupational complexity or engagement in cognitive activities-with cognitive reserve itself. Thus, in our usage, we would test the hypothesis that high cognitive reserve confers greater cognitive resilience. Our proposed nomenclature resolves this logical inconsistency by defining performing better than expected as cognitive resilience. The result is an irreconcilable situation in which cognitive reserve is both the moderator and the moderation effect itself. Performing better than expected is demonstrated statistically by interactions in which the moderator is typically IQ or education. Many researchers define cognitive reserve conceptually as a property that allows for performing better than expected cognitively in the face of aging or pathology. IQ and education are examples of common operational definitions (often referred to as proxies) of cognitive reserve. In our view, cognitive reserve should be defined conceptually as one’s total cognitive resources at a given point in time. We demonstrate logical/methodological problems that arise from incongruence between commonly used conceptual and operational definitions. Our definitions of reserve and resilience correspond reasonably well to dictionary definitions of these terms. We propose a new set of definitions for the concepts of reserve, maintenance, and resilience, and we invoke parallel concepts for each that are applicable to cognition and to brain. ![]() Download the guide.Cognitive reserve and related constructs are valuable for aging-related research, but consistency and clarification of terms is needed as there is still no universally agreed upon nomenclature. You can use this guide as a template for developing and sustaining youth and young adult leadership groups. The Youth Catalyst Team created a tool to share some of their best practices! This guide is for youth and young adult leaders, catalysts, and advocates - as well as the adult collaborators that support their work. Youth Collaboratory supports many local and national youth and young adult leadership initiatives, and partners with young leaders across the country through the Youth Catalyst Team. Guide to Authentic Youth Leadership and Collaboration This includes having abundant resources: generating exposure to opportunities, pathways to leadership, reciprocal growth and learning, genuine inclusion in organizational events and training, and overall support of youth and young adults professionally and personally. Youth Collaboratory works to foster the growth and development of youth and young adults historically excluded. Our work requires authentic relationships, fierce advocacy, respect, and liberation, as the primary means through which transformative change develops and is sustained. ![]() Youth and young adults are involved in all aspects of the work - planning, development, action, reflection, evaluation, and follow-up. ![]() ![]() We aim to eradicate adultism, decenter white dominant culture, and move young people most impacted from the margins to the epicenter. We recognize that our progress as an organization and field is dependent on the uninhibited leadership of youth and young adults which means equitable compensation is crucial for sustaining and uplifting youth and young adult leaders in order to advance the field. Youth Collaboratory is committed to shifting the power and paradigms in our communities.
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