Israel Contador1, Teodoro Del Ser2, Sara Llamas3, Alberto Villarejo3, Julián Benito-León3,4,5, Félix Bermejo-Pareja4,5,6. 1. a Department of Basic Psychology , Psychobiology and Methodology of Behavioral Science, University of Salamanca , Salamanca , Spain. 2. b Alzheimer Project Research Unit, Fundación CIEN , Madrid , Spain. 3. c Department of Neurology , University Hospital "12 de Octubre ," Madrid , Spain. 4. d Faculty of Medicine , Complutense University , Madrid , Spain. 5. e The Biomedical Research Centre Network for Neurodegenerative Diseases (CIBERNED), Carlos III Research Institute , Madrid , Spain. 6. f Research Institute, Hospital "12 de Octubre" (i+12) , Madrid , Spain.
Abstract
BACKGROUND: The effect of different educational indices on clinical diagnosis of dementia requires more investigation. OBJECTIVE: We compared the differential influence of two educational indices (EIs): years of schooling and level of education (i.e., null/low literacy, can read and write, primary school, and secondary school) on global cognition, functional performance, and the probability of having a dementia diagnosis. METHOD: A total of 3,816 participants were selected from the population-based study of older adults "Neurological Disorders in Central Spain" (NEDICES). The 37-item version of the Mini-Mental State Examination (MMSE-37) and the Pfeffer's questionnaire were applied to assess cognitive and functional performance, respectively. The diagnosis of dementia was performed by expert neurologists according to Diagnostic and Statistical Manual of Mental Disorders-Fourth Edition (DSM-IV) criteria. Logistic regression models adjusted for potential confounders were carried out to test the association between the two EIs and dementia diagnosis. RESULTS: Both EIs were significantly associated with cognitive and functional scores, but individuals with null/low literacy performed significantly worse on MMSE-37 than literates when these groups were compared in terms of years of schooling. The two EIs were also related to an increased probability of dementia diagnosis in logistic models, but the association's strength was stronger for level of education than for years of schooling. CONCLUSION: Literacy predicted cognitive performance over and above the years of schooling. Lower education increases the probability of having a dementia diagnosis but the impact of different EIs is not uniform.
BACKGROUND: The effect of different educational indices on clinical diagnosis of dementia requires more investigation. OBJECTIVE: We compared the differential influence of two educational indices (EIs): years of schooling and level of education (i.e., null/low literacy, can read and write, primary school, and secondary school) on global cognition, functional performance, and the probability of having a dementia diagnosis. METHOD: A total of 3,816 participants were selected from the population-based study of older adults "Neurological Disorders in Central Spain" (NEDICES). The 37-item version of the Mini-Mental State Examination (MMSE-37) and the Pfeffer's questionnaire were applied to assess cognitive and functional performance, respectively. The diagnosis of dementia was performed by expert neurologists according to Diagnostic and Statistical Manual of Mental Disorders-Fourth Edition (DSM-IV) criteria. Logistic regression models adjusted for potential confounders were carried out to test the association between the two EIs and dementia diagnosis. RESULTS: Both EIs were significantly associated with cognitive and functional scores, but individuals with null/low literacy performed significantly worse on MMSE-37 than literates when these groups were compared in terms of years of schooling. The two EIs were also related to an increased probability of dementia diagnosis in logistic models, but the association's strength was stronger for level of education than for years of schooling. CONCLUSION: Literacy predicted cognitive performance over and above the years of schooling. Lower education increases the probability of having a dementia diagnosis but the impact of different EIs is not uniform.
Authors: Alifiya Kapasi; Lei Yu; Christopher C Stewart; Julie A Schneider; David A Bennett; Patricia A Boyle Journal: Alzheimer Dis Assoc Disord Date: 2019 Oct-Dec Impact factor: 2.703
Authors: Crystal M Glover; Lei Yu; Christopher C Stewart; Robert S Wilson; David A Bennett; Patricia A Boyle Journal: Am J Geriatr Psychiatry Date: 2020-06-16 Impact factor: 4.105
Authors: Stephen B Asiimwe; Meagan Farrell; Lindsay C Kobayashi; Jen Manne-Goehler; Kathleen Kahn; Stephen M Tollman; Chodziwadziwa Whiteson Kabudula; F Xavier Gómez-Olivé; Ryan G Wagner; Livia Montana; Lisa F Berkman; M Maria Glymour; Till Bärnighausen Journal: Sci Rep Date: 2020-10-06 Impact factor: 4.379