Educational and Early Life Predictors of Mild Cognitive Impairment: New Evidence about Mediators and Moderators from High School & Beyond

轻度认知障碍的教育和早期生活预测因素：关于高中调解者和调节者的新证据

• 批准号: 10586016
• 负责人: Eric Grodsky
• 金额: $ 342.74万
• 依托单位: UNIVERSITY OF MINNESOTA
• 依托单位国家: 美国
• 财政年份: 2019
• 资助国家: 美国
• 起止时间: 2019-05-15 至 2025-02-28
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10586016
• 关键词: Adolescence; Adolescent; Adult; Affect; Aging; Alleles; Alzheimer' s Disease; Alzheimer' s disease related dementia; American; Back; Biological Factors; Black Populations; Cognitive; Cognitive aging; Communities; DNA; Data; Data Sources; Databases; Dementia; Development; Documentation; Economics; Education; Elderly; Environment; Epigenetic Process; Ethnic Origin; Ethnic Population; Family; Future; Gender; Genetic Materials; Genetic Predisposition to Disease; Geographic Locations; Health; High School Student; Impaired cognition; Impairment; Individual; Internet; Intervention; Interview; Latino; Latino Population; Lead; Life; Life Cycle Stages; Measures; Mediating; Mediator; Metadata; Neurologist; Neuropsychology; Occupations; Outcome; Participant; Pathway interactions; Persons; Probability Samples; Process; Prospective Studies; Protocols documentation; Psychosocial Factor; Race; Recontacts; Reporting; Research; Research Personnel; Risk; Saliva; Sampling; Scholarship; Schools; Scientist; Secondary Schools; Shapes; Social Environment; Structure; Surveys; Telephone; Work; cognitive enhancement; cognitive function; cognitive reserve; cohort; college; design; educational atmosphere; effective intervention; ethnic difference; ethnic disparity; experience; field study; functional status; genetic risk factor; high school; improved; interest; member; middle age; mild cognitive impairment; polygenic risk score; prevent; promote resilience; prospective; racial difference; racial disparity; racial population; resilience; response; skills; social; social factors; sociologist

PROJECT SUMMARY/ABSTRACT Education is among the most important predictors of cognitive functioning and cognitive impairment (including MCI and AD/ADRD). However, because scientists do not know how or why education matters for these cognitive outcomes, it is difficult to design effective interventions. There is currently very little information about (a) the specific aspects of education that prevent or provide resilience to cognitive impairment and (b) the pathways through which those effects operate. A major reason for this lack of information about how or why education matters for these cognitive outcomes is that data on educational opportunities, environments, and attainments have mainly been gathered via retrospective reports. To know how and why education matters for cognitive functioning and impairment, the scientific community needs high quality prospective studies that follow young people through schools and throughout adulthood, measures key and modifiable aspects of education, and then assess cognitive functioning later in life. This project brings together an interdisciplinary team of leading neurologists, neuropsychologists, sociologists, education scientists, and survey methodologists who will design protocols to re-contact all ≈25,500 surviving members the High School & Beyond (HSB) cohort—a nationally representative random sample of Americans first interviewed in high school in 1980—and use the resulting data to conduct transformative analyses of the effects of education on cognitive function and risk for impairment at midlife. The project has five aims: (Aim 1) To estimate the effects of (a) adolescent cognitive and non-cognitive skills, (b) secondary school course taking and college field of study, and (c) other school structures and social environments on cognitive functioning and impairment at midlife; (Aim 2) To assess the degree to which racial/ethnic differences in those aspects of education explain racial/ethnic disparities in cognitive functioning and impairment; (Aim 3) To assess the degree to which the effects of education are mediated by educational attainment, economic strain, and the cognitive complexity of paid jobs at midlife; and (Aim 4) To assess the degree to which race/ethnicity and genetic risk factors moderate the effects of education on cognitive functioning and impairment. To gather the data required to pursue these Aims, the investigators will conduct an internet/phone survey and gather genetic material via a mail-back saliva kit. (Aim5) The resulting database and associated documentation and metadata will be made freely available to the research community to facilitate scholarship on the development of MCI, AD/ADRD, and cognitive decline.

项目摘要/摘要 教育是认知功能和认知障碍的最重要的预测因素之一(包括 MCI和AD/ADRD)。然而，因为科学家不知道教育如何或为什么对这些认知能力有重要作用 如果不考虑结果，就很难设计出有效的干预措施。目前关于(A)的信息很少 预防认知障碍或提供对认知障碍的复原力的教育的具体方面和(B)途径 这些效应就是通过它来发挥作用的。缺乏关于如何或为什么教育的信息的一个主要原因 影响这些认知结果的因素是关于教育机会、环境和成就的数据 主要是通过回顾报告收集的。了解教育如何以及为什么对认知能力有重要意义 功能和损害，科学界需要高质量的前瞻性研究，跟踪年轻的 人们从学校到成年，衡量教育的关键和可修改的方面，然后 在以后的生活中评估认知功能。 这个项目汇集了一支由领先的神经学家、神经心理学家、社会学家、 教育科学家和调查方法学家，他们将设计协议重新联系所有幸存的≈25,500人 高中及以上(HSB)队列成员-具有全国代表性的美国人随机样本 第一次采访是在1980年的高中-并使用产生的数据对 教育对认知功能和中年损伤风险的影响。该项目有五个目标：(目标1) 评估(A)青少年认知和非认知技能，(B)中学选课的影响 和大学学习领域，以及(C)其他学校结构和社会环境对认知功能和 中年损害；(目标2)评估种族/族裔差异在以下方面的程度 教育解释种族/民族在认知功能和损害方面的差异；(目标3)评估程度 教育的影响通过教育程度、经济压力和认知能力 中年有偿工作的复杂性；以及(目标4)评估种族/族裔和遗传风险的程度 教育对认知功能和损伤的影响是适度的。收集所需的数据 为了实现这些目标，调查人员将进行互联网/电话调查，并通过 邮寄唾液套装。(Aim5)将制作产生的数据库及相关文件和元数据 免费提供给研究界，以促进关于MCI、AD/ADRD发展的学术研究 认知能力下降。