Genetic and environmental transactions linking cognitive ability, physical fitness, and education in late life.
Genetic and environmental transactions linking cognitive ability, physical fitness, and education in late life.
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DOI：
10.1037/a0013929
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发表时间：
2009-03
影响因子：
3.7
通讯作者：
Christensen, Kaare
中科院分区：
文献类型：
--
作者：
Johnson, Wendy;Deary, Ian J.;Mcgue, Mart;Christensen, Kaare
关键词：
认知能力和身体健康对晚年独立生活的能力很重要。这两者也与所获得的教育水平有关，受过良好教育的老年人往往表现出更好的认知能力和更好的晚年身体健康。影响身体和认知功能的慢性疾病，促进健康生活方式选择的终身认知能力，以及一般的生物衰老过程，被认为是晚年身体认知相关性的3种解释。教育通常被认为提供了一个保护性的环境。作者使用了1，053对70岁及以上的双胞胎样本和基因-环境调节模型来探索5种假设，这些假设可以帮助解开涉及身体和认知功能以及教育的遗传和环境交易。结果提供了一些支持的所有3种解释的身体认知相关性，并指出，更好的教育可能会支持更好的功能和缺乏教育可能会破坏它的方式。
Cognitive ability and physical fitness are important to the ability to live independently in late life. Both are also related to level of attained education, with better educated older adults tending to display better cognitive ability and better late-life physical health. Chronic illnesses that affect both physical and cognitive function, lifetime cognitive ability that facilitates healthy lifestyle choices, and general biological aging processes have been offered as 3 explanations for the late-life physical–cognitive correlation. Education is generally assumed to provide a protective environment. The authors used a sample of 1,053 twin pairs aged 70 and over and gene–environment moderation models to explore 5 hypotheses that could help to disentangle the genetic and environmental transactions involving physical and cognitive functions and education. Results provide some support for all 3 explanations for the physical–cognitive correlation and indicate the ways in which better education may support better function and lack of education may undermine it.
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