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Frequent Cognitive Activity Compensates for Education Differences in Episodic Memory
OBJECTIVES: To test the hypothesis that frequent participation in cognitive activities can moderate the effects of limited education on cognitive functioning. DESIGN: A national study of adult development and aging, Midlife in the United States (MIDUS), with assessments conducted at the second wave...
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| Autors principals: | , , , |
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| Format: | Artigo |
| Idioma: | Inglês |
| Publicat: |
2010
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| Matèries: | |
| Accés en línia: | https://ncbi.nlm.nih.gov/pmc/articles/PMC2855891/ https://ncbi.nlm.nih.gov/pubmed/20094014 https://ncbi.nlm.nih.govhttp://dx.doi.org/10.1097/JGP.0b013e3181ab8b62 |
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