Age, Education, and Sex Differences in Smartphone-based Cognitive Assessment in Daily Life

Le résumé fourni par la source

Sociodemographic differences in cognition are well-documented with traditional testing but less understood in daily life. This study used digital phenotyping via Ecological Momentary Assessment to examine sociodemographic differences in cognitive mean performance, intra-individual variability, and learning. A community sample of cognitively unimpaired adults (N=2,570; ages 40–93) completed smartphone-based trail making and visual memory tasks four times daily for eight days. Completion rates (>70%) and construct validity against traditional tests were high, but lower in older groups. Multilevel modeling indicated that older age was associated with lower mean performance and higher intra-individual variability. Higher education was associated with better and less variable cognitive performance. Notably, older and less-educated individuals had greater learning gains, suggesting significant latent plasticity. Sex differences were small and task-specific. Digital phenotyping in naturalistic settings demonstrates that older age and lower education are related to worse cognitive performance, greater variability, but sustained learning in daily life.

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