An International Evaluation of Cognitive Reserve and Memory Changes in Early Old Age in 10 European Countries.
An International Evaluation of Cognitive Reserve and Memory Changes in Early Old Age in 10 European Countries.
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DOI：
10.1159/000452276
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发表时间：
2017
影响因子：
5.7
通讯作者：
Muniz-Terrera G
中科院分区：
文献类型：
--
作者：
Cadar D;Robitaille A;Clouston S;Hofer SM;Piccinin AM;Muniz-Terrera G
认知储备被认为可以解释衰老易感性的个体差异，为受过高等教育的人提供明显的保护。我们调查了教育与早年记忆力变化之间的关系。在欧洲健康、老龄化和退休调查 (SHARE) 调查中，来自 10 个国家的 10,000 多名 65 岁及以上人士的即时和延迟记忆评分被建模为研究中时间的函数，历时 8 年，拟合独立潜在增长模型 (LGM)。教育程度被用作认知储备的指标，并根据与记忆表现和变化率的关系进行评估，同时考虑到收入、总体健康状况、吸烟、体重指数（BMI）、性别和基线年龄。在大多数国家，与受教育程度较低的人相比，受教育程度较高的人在基线记忆测试中表现更好。然而，除了西班牙的立即回忆和延迟回忆 (0.007 (SE=0.003) 和 0.006 (SE=0.002)，以及瑞士的立即回忆 0.006 (SE=0.003) 之外，教育并不能防止更快的下降。有趣的是，受过高等教育的意大利受访者的立即回忆下降速度稍快 (-0.006 (SE=0.003))。我们发现，保护作用的证据微弱。尽管在个人基线评估中记忆表现与记忆表现呈正相关，但在大多数欧洲样本中进行了有关记忆变化的教育。
Cognitive reserve was postulated to explain individual differences in susceptibility to ageing, offering apparent protection to those with higher education. We investigated the association between education and change in memory in early old age. Immediate and delayed memory scores from over 10,000 individuals aged 65 years and older, from 10 countries of the Survey of Health, Ageing and Retirement in Europe (SHARE), were modeled as a function of time in the study over an 8-year period, fitting independent latent growth models (LGM). Education was used as a marker of cognitive reserve and evaluated in associations with memory performance and rate of change, while accounting for income, general health, smoking, body mass index (BMI), sex and baseline age. In most countries, more educated individuals performed better on both memory tests at baseline, compared to those less educated. However, education was not protective against faster decline, except for in Spain for both immediate and delayed recall (0.007 (SE=0.003) & 0.006 (SE=0.002), and Switzerland for immediate recall 0.006 (SE=0.003). Interestingly, highly educated Italian respondents had slightly faster declines in immediate recall (-0.006 (SE=0.003)). We found weak evidence of a protective effect of education on memory change in most European samples, although there was a positive association with memory performance at individuals' baseline assessment.