Urban neighborhood context, educational attainment, and cognitive function among older adults
Urban neighborhood context, educational attainment, and cognitive function among older adults
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DOI：
10.1093/aje/kwj176
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发表时间：
2006-06-15
影响因子：
5
通讯作者：
Seeman, Teresa E.
中科院分区：
文献类型：
--
作者：
Wight, Richard G.;Aneshensel, Carol S.;Seeman, Teresa E.
现有的研究还没有解决的潜在影响，邻里环境，特别是邻居的教育程度对老年人的个人层面的认知。使用分层线性模型，作者分析了1993年最年长者资产和健康动态研究（AHEAD）的数据，该研究是1924年之前出生的美国成年人的大型全国代表性样本。来自居住在城市社区的参与者（n = 3，442）的数据与1990年美国人口普查数据相关联。研究结果表明：1）美国人口普查区域的平均认知功能差异显著; 2）生活在低教育程度地区的老年人的认知能力不如生活在高教育程度地区的老年人，扣除个人特征，包括他们自己的教育; 3）当控制背景水平的中位数家庭收入时，这种关联是持续的;（4）在不同教育背景的社区中，个人教育程度的影响是不同的。提高生活在弱势社区的普通人群的教育程度可能会对老年居民的认知有益，因为它可能会改善紧张的生活条件和应对不足。
Existing research has not addressed the potential impact of neighborhood context-educational attainment of neighbors in particular-on individual-level cognition among older adults. Using hierarchical linear modeling, the authors analyzed data from the 1993 Study of Assets and Health Dynamics Among the Oldest Old (AHEAD), a large, nationally representative sample of US adults born before 1924. Data from participants residing in urban neighborhoods (n = 3,442) were linked with 1990 US Census tract data. Findings indicate that 1) average cognitive function varies significantly across US Census tracts; 2) older adults living in low-education areas fare less well cognitively than those living in high-education areas, net of individual characteristics, including their own education; 3) this association is sustained when controlling for contextual-level median household income; and 4) the effect of individual-level educational attainment differs across neighborhoods of varying educational profiles. Promoting educational attainment among the general population living in disadvantaged neighborhoods may prove cognitively beneficial to its aging residents because it may lead to meliorations in stressful life conditions and coping deficiencies.