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预测指标（包括 MCI和AD/ADRD）。但是，因为科学家不知道教育对这些认知如何至关重要 结果，很难设计有效的干预措施。目前几乎没有关于（a）的信息 预防或提供对认知障碍的韧性和（b）途径的教育特定方面 这些效果运行。缺乏有关如何或为什么教育的信息的主要原因 这些认知结果的问题是有关教育机会，环境和成就的数据 主要是通过回顾性报告收集的。知道教育如何以及为什么对认知很重要 功能和障碍，科学界需要遵循年轻的高质量前瞻性研究 通过学校以及整个成年期的人们，衡量教育的关键和可修改方面，然后 评估以后生活的认知功能。 该项目汇集了一个跨学科的团队，由神经心理学家，社会学家，社会学家，社会学家， 教育科学家和调查方法学家将设计协议以重新连接所有约25,500人 成员高中和超越（HSB）队列 - 全国代表性的美国人样本 1980年在高中时首次接受采访，并使用结果数据来进行变革性分析 教育对中年的认知功能和损害风险的影响。该项目有五个目标：（目标1） 为了估计（a）青少年认知和非认知技能的影响，（b）中学课程 以及大学的研究领域，以及（c）有关认知功能和的其他学校结构和社会环境 中年的损害； （目标2）评估这些方面种族/种族差异的程度 教育解释了认知功能和障碍的种族/种族差异； （目标3）评估学位 教育的影响是由教育程度，经济压力和认知介导的 中年有薪工作的复杂性； （目标4）评估种族/种族和遗传风险的程度 因素适应教育对认知功能和损害的影响。收集所需的数据 为了购买这些目标，调查人员将进行互联网/电话调查，并通过A收集遗传材料 邮递唾液套件。 （AIM5）将制作结果数据库以及相关的文档和元数据 研究界可以免费使用MCI，AD/ADRD和 认知能力下降。