Education does not slow cognitive decline with aging: 12-year evidence from the victoria longitudinal study.
Education does not slow cognitive decline with aging: 12-year evidence from the victoria longitudinal study.
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DOI：
10.1017/s1355617711001044
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发表时间：
2011-11
影响因子：
2.6
通讯作者：
Manly, Jennifer J.
中科院分区：
文献类型：
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作者：
Zahodne, Laura B.;Glymour, M. Maria;Sparks, Catharine;Bontempo, Daniel;Dixon, Roger A.;MacDonald, Stuart W. S.;Manly, Jennifer J.
虽然教育和认知状态之间的关系是众所周知的，关于教育是否缓和了晚年认知变化的轨迹的证据是相互矛盾的。早期的研究表明，较高的教育水平可以减轻认知能力的下降。最近使用改进的纵向方法进行的研究没有发现教育适度下降。很少有研究探讨教育是否对不同认知领域的纵向变化产生不同的影响。在本研究中，我们分析了来自维多利亚纵向研究的1,023名参与者的数据，以检查教育对反映言语处理速度、工作记忆、言语流畅性和言语情景记忆的综合得分的影响。使用线性增长模型调整入学年龄（范围：55-94）和性别，我们发现教育年限（范围：6-20）与所有领域的认知水平密切相关，特别是语言流畅性。然而，教育与任何认知领域随时间的变化率无关。在基线时，年龄大于或小于70岁的个体的结果相似，并且当教育被二分法以反映高或低的成就时。在这个大的纵向队列中，教育与认知表现有关，但与认知下降无关，支持被动认知储备与衰老的假设。
Although the relationship between education and cognitive status is well-known, evidence regarding whether education moderates the trajectory of cognitive change in late life is conflicting. Early studies suggested that higher levels of education attenuate cognitive decline. More recent studies using improved longitudinal methods have not found that education moderates decline. Few studies have explored whether education exerts different effects on longitudinal changes within different cognitive domains. In the present study, we analyzed data from 1,023 participants in the Victoria Longitudinal Study to examine the effects of education on composite scores reflecting verbal processing speed, working memory, verbal fluency, and verbal episodic memory. Using linear growth models adjusted for age at enrollment (range: 55–94) and gender, we found that years of education (range: 6–20) was strongly related to cognitive level in all domains, particularly verbal fluency. However, education was not related to rates of change over time for any cognitive domain. Results were similar in individuals older or younger than 70 at baseline, and when education was dichotomized to reflect high or low attainment. In this large longitudinal cohort, education was related to cognitive performance but unrelated to cognitive decline, supporting the hypothesis of passive cognitive reserve with aging.