![]() ![]() Stern’s work in this area has yielded very useful and highly influential constructs in aging and dementia research (Stern, 2012 Stern et al., 2020). The NIA’s request for this type of workshop underscores the importance of these concepts in research on aging. National Institute on Aging (NIA) sponsored the Reserve and Resilience Workshop Collaboratory led by Dr. low cognitive reserve across different studies. Finally, we discuss consideration of resistance as a subcategory of resilience, reverse causation, use of residual scores to assess performing better than expected given some adverse factor, and what constitutes high vs. 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. For demonstration they present how several semantically-augmented experiments are modeled in the ViroLab virtual laboratory for virology.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. The authors demonstrate that combining formal representations of domain knowledge with techniques like data integration, semantic annotations and shared vocabularies, enables the development of systems for modern e-Science. It shows that integration of loosely-coupled system components with formallydefined vocabularies may fulfill the listed requirements. ![]() ![]() This chapter presents a close examination of related achievements in the field and the description of proposed approach. The problem is to support integration of dynamic service-based infrastructures with data sources, tools and users in a way that conserves ubiquity, extensibility and usability. The high level of required integration contrasts with the loosely-coupled nature of environments which are appropriate for research. Research environments for modern, cross-disciplinary scientific endeavors have to unite multiple users, with varying levels of expertise and roles, along with multitudes of data sources and processing units. ![]()
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