A four-year study involving 716 elderly (average age 82) has revealed that those who were most physically active were significantly less likely to develop Alzheimer’s than those least active. The study is unique in that, in addition to self-reports of physical and social activity, activity was objectively measured (for up to 10 days) through a device worn on the wrist. This device (an actigraph) enabled everyday activity, such as cooking, washing the dishes, playing cards and even moving a wheelchair with a person's arms, to be included in the analysis.

Cognitive performance was assessed annually. Over the study period, 71 participants (10%) developed Alzheimer’s.

The study found that those in the bottom 10% of daily physical activity were more than twice as likely (2.3 times) to develop Alzheimer's disease as those in the top 10%. Those in the bottom 10% of intensity of physical activity were almost three times (2.8 times) as likely to develop Alzheimer's disease as people in the top 10%.

Moreover, the level of activity was associated with the rate of cognitive decline.

The association remained after motor function, depression, chronic health conditions, and APOE gene status were taken into account.

The findings should encourage anyone who feels that physical exercise is beyond them to nevertheless engage in milder forms of daily activity.

Addendum:

Another recent study, involving 331 cognitively healthy elderly, has also found that higher levels of physical activity were associated with better cognitive performance (specifically, a shorter time to complete the Trail-making test, and higher levels of verbal fluency) and less brain atrophy. Activity levels were based on the number of self-reported light and hard activities for at least 30 minutes per week. Participants were assessed in terms of MMSE score, verbal fluency, and visuospatial ability.

Data from the Nurses' Health Study Cognitive Cohort, involving 19,409 older women (70-81), has found that higher levels of long-term exposure to air pollution were associated with faster rates of cognitive decline over a four-year period.

For each 10 micrograms per cubic meter of air increase in pollutants, cognitive decline was comparable to two years of age-related decline.

Pollution exposure was estimated from geography. Cognition was tested by three telephone interviews, administered at roughly two-year intervals.

Air pollution linked to heart attack risk

Given the association between cardiovascular risk factors and cognitive decline (“What’s good for the heart is good for the brain”), it’s worth noting that a review of 34 studies has found that every main air pollutant, with the exception of ozone, was significantly associated with greater risk of heart attack. For most of the pollutants, an increase in concentration of 10 micrograms per cubic meter of air – barely noticeable – was associated with a 1-3% increase in the chance of having a heart attack in the next week.

The size of the risk is small compared with traditional risk factors such as smoking status or hypertension or diabetes, but is something that those with other cardiovascular risk factors may want to consider. There’s also growing evidence that high levels of pollution increase stroke risk.

For more about the effects of air pollution on cognition

A study involving 1,575 older adults (aged 58-76) has found that those with DHA levels in the bottom 25% had smaller brain volume (equivalent to about 2 years of aging) and greater amounts of white matter lesions. Those with levels of all omega-3 fatty acids in the bottom quarter also scored lower on tests of visual memory, executive function, and abstract thinking.

The finding adds to the evidence that higher levels of omega-3 fatty acids reduce dementia risk.

For more about omega-3 oils and cognition

A new study explains how marijuana impairs working memory. The component THC removes AMPA receptors for the neurotransmitter glutamate in the hippocampus. This means that there are fewer receivers for the information crossing between neurons.

The research is also significant because it adds to the growing evidence for the role of astrocytes in neural transmission of information.

This is shown by the finding that genetically-engineered mice who lack type-1 cannabinoid receptors in their astroglia do not show impaired working memory when exposed to THC, while those who instead lacked the receptors in their neurons do. The activation of the cannabinoid receptor expressed by astroglia sends a signal to the neurons to begin the process that removes AMPA receptors, leading to long-term depression (a type of synaptic plasticity that weakens, rather than strengthens, neural connections).

See the Guardian and Scientific American articles for more detail on the study and the processes involved.

For more on the effects of marijuana on memory

A review of 10 observational and four intervention studies as said to provide strong evidence for a positive relationship between physical activity and academic performance in young people (6-18). While only three of the four intervention studies and three of the 10 observational studies found a positive correlation, that included the two studies (one intervention and one observational) that researchers described as “high-quality”.

An important feature of the high-quality studies was that they used objective measures of physical activity, rather than students' or teachers' reports. More high-quality studies are clearly needed. Note that the quality score of the 14 studies ranged from 22%! to 75%.

Interestingly, a recent media report (NOT, I hasten to add, a peer-reviewed study appearing in an academic journal) spoke of data from public schools in Lincoln, Nebraska, which apparently has a district-wide physical-fitness test, which found that those were passed the fitness test were significantly more likely to also pass state reading and math tests.

Specifically, data from the last two years apparently shows that 80% of the students who passed the fitness test either met or exceeded state standards in math, compared to 66% of those who didn't pass the fitness test, and 84% of those who passed the fitness test met or exceeded state standards in reading, compared to 71% of those who failed the fitness test.

Another recent study looks at a different aspect of this association between physical exercise and academic performance.

The Italian study involved138 normally-developing children aged 8-11, whose attention was tested before and after three different types of class: a normal academic class; a PE class focused on cardiovascular endurance and involving continuous aerobic circuit training followed by a shuttle run exercise; a PE class combining both physical and mental activity by involving novel use of basketballs in varying mini-games that were designed to develop coordination and movement-based problem-solving. These two types of physical activity offered the same exercise intensity, but very different skill demands.

The attention test was a short (5-minute) paper-and-pencil task in which the children had to mark each occurrence of “d” with double quotation marks either above or below in 14 lines of randomly mixed p and d letters with one to four single and/or double quotation marks either over and/or under each letter.

Processing speed increased 9% after mental exercise (normal academic class) and 10% after physical exercise. These were both significantly better than the increase of 4% found after the combined physical and mental exertion.

Similarly, scores on the test improved 13% after the academic class, 10% after the standard physical exercise, and only 2% after the class combining physical and mental exertion.

Now it’s important to note is that this is of course an investigation of the immediate arousal benefits of exercise, rather than an investigation of the long-term benefits of being fit, which is a completely different question.

But the findings do bear on the use of PE classes in the school setting, and the different effects that different types of exercise might have.

First of all, there’s the somewhat surprising finding that attention was at least as great, if not better, after an academic class than the PE class. It would not have been surprising if attention had flagged. It seems likely that what we are seeing here is a reflection of being in the right head-space — that is, the advantage of continuing with the same sort of activity.

But the main finding is the, also somewhat unexpected, relative drop in attention after the PE class that combined mental and physical exertion.

It seems plausible that the reason for this lies in the cognitive demands of the novel activity, which is, I think, the main message we should take away from this study, rather than any comparison between physical and mental activity. However, it would not be surprising if novel activities that combine physical and mental skills tend to be more demanding than skills that are “purely” (few things are truly pure I know) one or the other.

Of course, it shouldn’t be overlooked that attention wasn’t hampered by any of these activities!