Frequent cognitive activity compensates for education differences in episodic memory.
Frequent cognitive activity compensates for education differences in episodic memory.
复制标题
DOI：
10.1097/jgp.0b013e3181ab8b62
复制
发表时间：
2010-01
期刊：
影响因子：
--
通讯作者：
Tun PA
中科院分区：
文献类型：
--
作者：
Lachman ME;Agrigoroaei S;Murphy C;Tun PA
检验以下假设：频繁参与认知活动可以减轻有限教育对认知功能的影响。美国中年 (MIDUS) 是一项关于成人发育和衰老的全国性研究，在 2004-2006 年第二波测量中进行了评估。通过电话（认知测量）和邮寄问卷（人口统计变量、认知和身体活动测量以及健康自评）进行评估。共有3343名男性和女性，年龄在32岁至84岁之间，平均年龄为55.99岁。因变量是情景记忆（即时和延迟单词列表回忆）和执行功能（类别流畅性、向后数字跨度、向后计数速度、推理和注意力切换速度）。自变量是受教育年限和认知活动频率（阅读、写作、做文字游戏或拼图以及参加讲座）。协变量是年龄、性别、自评健康、收入和体力活动频率。这两种认知测量在教育、认知活动频率及其相互作用上进行回归，同时控制协变量。教育和认知活动与两种认知能力显着相关。教育和认知活动的相互作用对于情景记忆很重要，但对于执行功能则不重要。受教育程度较低的人认知功能较低，但这取决于认知活动水平。对于那些受教育程度较低的人来说，经常参与认知活动对情景记忆具有显着的补偿作用，这有望减少认知老化的社会差异。
To test the hypothesis that frequent participation in cognitive activities can moderate the effects of limited education on cognitive functioning. A national study of adult development and aging, Midlife in the United States (MIDUS), with assessments conducted at the second wave of measurement in 2004-2006. Assessments were made over the telephone (cognitive measures) and in a mail questionnaire (demographic variables, measures of cognitive and physical activity, and self-rated health). A total of 3343 men and women between the ages of 32 and 84 with a mean age of 55.99. The dependent variables were Episodic Memory (Immediate and Delayed Word List Recall) and Executive Functioning (Category Fluency, Backward Digit Span, Backward Counting Speed, Reasoning, and Attention Switching Speed). The independent variables were years of education and frequency of cognitive activity (reading, writing, doing word games or puzzles, and attending lectures). The covariates were age, sex, self-rated health, income, and frequency of physical activity. The two cognitive measures were regressed on education, cognitive activity frequency, and their interaction, while controlling for the covariates. Education and cognitive activity were significantly correlated with both cognitive abilities. The interaction of education and cognitive activity was significant for episodic memory, but not for executive functioning. Those with lower education had lower cognitive functioning, but this was qualified by level of cognitive activity. For those with lower education, engaging frequently in cognitive activities showed significant compensatory benefits for episodic memory, which has promise for reducing social disparities in cognitive aging.