Education and cognitive decline in older Americans - Results from the AHEAD sample
Education and cognitive decline in older Americans - Results from the AHEAD sample
复制标题
DOI：
10.1177/0164027506294245
复制
发表时间：
2007-01-01
影响因子：
2.6
通讯作者：
Crimmins, Eileen
中科院分区：
文献类型：
--
作者：
Alley, Dawn;Suthers, Kristen;Crimmins, Eileen
尽管教育一直与更好的认知表现相关，但关于教育和年龄相关认知变化之间的关系的研究结果一直相互矛盾。使用来自最古老研究的资产和健康动态研究的四个波的多个认知域的测量，作者进行了成长曲线建模，以检验教育、初始认知得分和认知功能减退率之间的关系。受教育年限越长，在每项认知测试中的初始表现越好，而受教育程度越高，精神状态下降的速度越慢。然而，更多的教育与工作记忆的下降速度无关，教育与言语记忆测试中认知下降的速度略快有关。这些发现突显了早期生活经历不仅在长期认知表现中的作用，而且在老年认知轨迹中的作用。
Although education is consistently related to better cognitive performance, findings on the relationship between education and age-associated cognitive change have been conflicting. Using measures of multiple cognitive domains from four waves of the Asset and Health Dynamics of the Oldest Old study, a representative sample of Americans aged 70 years and older, the authors performed growth curve modeling to examine the relationships between education, initial cognitive score, and the rate of decline in cognitive function. More years of education were linked to better initial performance on each of the cognitive tests, and higher levels of education were linked to slower decline in mental status. However, more education was unrelated to the rate of decline in working memory, and education was associated with somewhat faster cognitive decline on measures of verbal memory. These findings highlight the role of early-life experiences not only in long-term cognitive performance but also in old-age cognitive trajectories.