RELATIONSHIP BETWEEN FORMAL EDUCATION AND COGNITIVE FUNCTIONING: A HISTORICAL PERSPECTIVE

Abstract

The influence of educational level on the intellectual performance of elderly individuals has been noted both in terms of intra‐ and inter‐generational differences. A number of studies are consistent in demonstrating that even at advanced ages, test scores are at least partially correlated with educational level. Thus, the relatively lower educational status of older cohorts could for several different reasons account for at least part of the apparent decline in intellectual functioning with age. For example, the average number of years of education is different today than it was 50 years ago. In addition, the comparability of the same levels ‘of education obtained at different points in time is questionable since even the content has changed. The fact that the opportunity to continue one's education exists as a realistic option is another distinguishing feature between today's high school graduates and those of 50 years ago. Thus, what may appear to be age differences may actually be a result of sociocultural and historical factors rather than ontogenetic change. When these factors are taken together with the longitudinal data on well‐educated adults who show little or no intellectual decline, the notion of universal decline in intelligence with age comes into question. Furthermore, recent evidence demonstrating that most elderly can perform well on intellectual measures given the appropriate contextual factors suggests that older individuals have considerably more intellectual potential than has previously been reported. Therefore, as successive cohorts receive greater educational opportunities, the negative stereotype of intellectual deterioration with age may no longer be accurate.

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