| Autor: |
Thomas, Marilyn D., Calmasini, Camilla, Seblova, Dominika, Lapham, Susan, Peters, Kelly, Prescott, Carol A., Mangurian, Christina, Glymour, Medellena Maria, Manly, Jennifer J. |
| Zdroj: |
Alzheimer Disease & Associated Disorders; Jul-Sep2022, Vol. 36 Issue 3, p215-221, 7p |
| Abstrakt: |
Background: Higher education consistently predicts improved late-life cognition. Racial differences in educational attainment likely contribute to inequities in dementia risk. However, few studies of education and cognition have controlled for prospectively measured early-life confounders or evaluated whether the education late-life cognition association is modified by race/ethnicity.Methods: Among 2343 Black and White Project Talent Aging Study participants who completed telephone cognitive assessments, we evaluated whether the association between years of education and cognition (verbal fluency, memory/recall, attention, and a composite cognitive measure) differed by race, and whether these differences persisted when adjusting for childhood factors, including the cognitive ability.Results: In fully adjusted linear regression models, each additional year of education was associated with higher composite cognitive scores for Black [β=0.137; 95% confidence interval (CI)=0.068, 0.206] and White respondents (β=0.056; CI=0.034, 0.078) with an interaction with race ( P =0.03). Associations between education and memory/recall among Black adults (β=0.036; CI=-0.037, 0.109) and attention among White adults (β=0.022; CI=-0.002, 0.046) were nonsignificant. However, there were significant race-education interactions for the composite ( P =0.03) and attention measures ( P <0.001) but not verbal fluency ( P =0.61) or memory/recall ( P =0.95).Conclusion: Education predicted better overall cognition for both Black and White adults, even with stringent control for prospectively measured early-life confounders. [ABSTRACT FROM AUTHOR] |
| Databáze: |
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