Book contents
- The Perks of Being a Bookworm
- The Perks of Being a Bookworm
- Copyright page
- Dedication
- Dedication
- Contents
- Figures
- Tables
- Acknowledgments
- Part I Foundations
- Part II Reading-Driven General Cognitive Enhancement
- Part III Reading-Driven Enhanced Vision
- Part IV Reading-Driven Enhanced Memory
- Chapter 8 Long- and Short-Term Memory
- Chapter 9 Memory Resilience
- Part V Reading-Driven Enhanced Spoken Language
- Part VI Reading-Driven Enhanced Reasoning
- Part VII Conclusion and Outlook
- References
- Index
- References
Chapter 9 - Memory Resilience
Literacy Enhances Cognitive Reserve
from Part IV - Reading-Driven Enhanced Memory
Published online by Cambridge University Press: 23 April 2026
Book contents
- The Perks of Being a Bookworm
- The Perks of Being a Bookworm
- Copyright page
- Dedication
- Dedication
- Contents
- Figures
- Tables
- Acknowledgments
- Part I Foundations
- Part II Reading-Driven General Cognitive Enhancement
- Part III Reading-Driven Enhanced Vision
- Part IV Reading-Driven Enhanced Memory
- Chapter 8 Long- and Short-Term Memory
- Chapter 9 Memory Resilience
- Part V Reading-Driven Enhanced Spoken Language
- Part VI Reading-Driven Enhanced Reasoning
- Part VII Conclusion and Outlook
- References
- Index
- References
Summary
The study of memory resilience and cognitive aging remains in its early stages. Nevertheless, growing evidence suggests that a lifetime of literacy engagement and continued reading in older age confer significant cognitive benefits. High literacy levels are associated with increased cognitive reserve; which may offer a buffer against age-related memory decline. Once forgetfulness begins to interfere with daily functioning, this additional reserve may help avid readers maintain cognitive performance. In people at elevated risk for age-related memory disorders, such reserve may even delay or mitigate the onset of full-blown dementia.
Information
- Type
- Chapter
- Information
- The Perks of Being a BookwormThe Science of the Benefits of Reading, pp. 133 - 142Publisher: Cambridge University PressPrint publication year: 2026
References
Further Reading
Arce Rentería, M., Vonk, J. M., Felix, G., Avila, J. F., Zahodne, L. B., Dalchand, E., … & Manly, J. J. (2019). Illiteracy, dementia risk, and cognitive trajectories among older adults with low education. Neurology, 93(24), e2247–e2256.CrossRefGoogle ScholarPubMed
Bavishi, A., Slade, M. D., & Levy, B. R. (2016). A chapter a day: Association of book reading with longevity. Social Science & Medicine, 164, 44–48.CrossRefGoogle Scholar
Chang, Y. H., Wu, I. C., & Hsiung, C. A. (2021). Reading activity prevents long-term decline in cognitive function in older people: Evidence from a 14-year longitudinal study. International Psychogeriatrics, 33(1), 63–74.CrossRefGoogle ScholarPubMed
Accessibility standard: WCAG 2.2 AAA
Why this information is here
This section outlines the accessibility features of this content - including support for screen readers, full keyboard navigation and high-contrast display options. This may not be relevant for you.Accessibility Information
The HTML of this chapter
complies with version 2.2 of the
Web Content Accessibility Guidelines
(WCAG), offering more comprehensive accessibility measures for a broad range
of users and attains the highest
(AAA)
level of WCAG compliance, optimising the user experience by meeting the most extensive
accessibility guidelines.
Content Navigation
Table of contents navigation
Allows you to navigate directly to chapters, sections, or non‐text items through a linked table of contents, reducing the need for extensive scrolling.
Allows you to navigate directly to chapters, sections, or non‐text items through a linked table of contents, reducing the need for extensive scrolling.
Index navigation
Provides an interactive index, letting you go straight to where a term or subject appears in the text without manual searching.
Provides an interactive index, letting you go straight to where a term or subject appears in the text without manual searching.
Reading Order & Textual Equivalents
Single logical reading order
You will encounter all content (including footnotes, captions, etc.) in a clear, sequential flow, making it easier to follow with assistive tools like screen readers.
You will encounter all content (including footnotes, captions, etc.) in a clear, sequential flow, making it easier to follow with assistive tools like screen readers.
Short alternative textual descriptions
You get concise descriptions (for images, charts, or media clips), ensuring you do not miss crucial information when visual or audio elements are not accessible.
You get concise descriptions (for images, charts, or media clips), ensuring you do not miss crucial information when visual or audio elements are not accessible.
Full alternative textual descriptions
You get more than just short alt text: you have comprehensive text equivalents, transcripts, captions, or audio descriptions for substantial non‐text content, which is especially helpful for complex visuals or multimedia.
You get more than just short alt text: you have comprehensive text equivalents, transcripts, captions, or audio descriptions for substantial non‐text content, which is especially helpful for complex visuals or multimedia.
Visualised data also available as non-graphical data
You can access graphs or charts in a text or tabular format, so you are not excluded if you cannot process visual displays.
You can access graphs or charts in a text or tabular format, so you are not excluded if you cannot process visual displays.
Visual Accessibility
Use of high contrast between text and background colour
You benefit from high‐contrast text, which improves legibility if you have low vision or if you are reading in less‐than‐ideal lighting conditions.
You benefit from high‐contrast text, which improves legibility if you have low vision or if you are reading in less‐than‐ideal lighting conditions.