This study examines the relationship between age, cognitive reserve (CR), and driving-related cognitive abilities in a sample of oldest old drivers undergoing evaluation of fitness to drive. Structural equation modeling was used to investigate the associations between age, CR, and performances to a standardized set of cognitive tests assessing fitness to drive. Education and work complexity were used as proxy measures of CR. The results showed both measures of CR, but not age, were significantly associated with higher general intelligence. Education also predicted higher decision speed, and decision speed partly mediated the effect of education on general intelligence. These findings suggest that over age of 80 years old, CR was a better predictor of driving-related cognitive abilities than age. Education was associated with better performance across different cognitive domains including processing speed.
Keywords: cognitive reserve; driving-related abilities; oldest old.