A life course model of cognitive activities, socioeconomic status, education, reading ability, and cognition.
A life course model of cognitive activities, socioeconomic status, education, reading ability, and cognition.
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DOI：
10.1111/j.1532-5415.2011.03499.x
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发表时间：
2011-08
影响因子：
6.3
通讯作者：
Jones RN
中科院分区：
文献类型：
--
作者：
Jefferson AL;Gibbons LE;Rentz DM;Carvalho JO;Manly J;Bennett DA;Jones RN
对反映寿命的认知储备替代指标，如教育、社会经济地位、阅读能力和认知活动等在解释晚年认知方面的贡献进行横断面量化。老龄化的前瞻性观察队列研究。芝加哥大都市区的退休社区。在快速记忆和老龄化项目中，951名没有临床痴呆的老年人(年龄79±8岁，74%是女性)。关于多种生活过程因素的基线数据包括早年、中年和晚年对认知活动的参与；早年和成年的社会经济地位；教育；阅读能力(全国成人阅读测试；NART)。通径分析量化了生命历程因素对整体认知和五个认知领域(情景记忆、语义记忆、工作记忆、视觉空间能力、知觉速度)的直接和间接标准化效应。调整了年龄、性别和种族，教育与全局认知、情景记忆、语义记忆和视觉空间能力有最强的联系，而NART(其次是教育)与工作记忆有最强的联系。晚年认知活动与知觉速度的关联性最强，其次是教育。这些横截面的发现表明，教育和阅读能力是认知储备与晚年认知相关的最可靠的替代指标。为了更好地理解这些反映认知储备潜在结构的生命过程因素是如何影响认知异常老化的，有必要进行更多的利用路径分析的研究。
To cross-sectionally quantify the contribution of proxy measures of cognitive reserve reflective of the lifespan, such as education, socioeconomic status (SES), reading ability, and cognitive activities, in explaining late-life cognition. Prospective observational cohort study of aging. Retirement communities across the Chicago metropolitan area. Nine hundred fifty-one older adults free of clinical dementia in the Rush Memory and Aging Project (aged 79 ± 8, 74% female). Baseline data on multiple life course factors included early-, mid-, and late-life participation in cognitive activities; early-life and adult SES; education; and reading ability (National Adult Reading Test; NART). Path analysis quantified direct and indirect standardized effects of life course factors on global cognition and five cognitive domains (episodic memory, semantic memory, working memory, visuospatial ability, perceptual speed). Adjusting for age, sex, and race, education had the strongest association with global cognition, episodic memory, semantic memory, and visuospatial ability, whereas NART (followed by education) had the strongest association with working memory. Late-life cognitive activities had the strongest association with perceptual speed, followed by education. These cross-sectional findings suggest that education and reading ability are the most-robust proxy measures of cognitive reserve in relation to late-life cognition. Additional research leveraging path analysis is warranted to better understand how these life course factors, reflecting the latent construct of cognitive reserve, affect abnormal cognitive aging.
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