Robert S Wilson1, Lei Yu2, Melissa Lamar2, Julie A Schneider2, Patricia A Boyle2, David A Bennett2. 1. From the Departments of Neurological Sciences (R.S.W., L.Y., J.A.S., D.A.B.), Behavioral Sciences (R.S.W., M.L., P.A.B.), and Pathology (J.A.S.), Rush University Medical Center, Rush Alzheimer's Disease Center, Chicago, IL. rwilson@rush.edu. 2. From the Departments of Neurological Sciences (R.S.W., L.Y., J.A.S., D.A.B.), Behavioral Sciences (R.S.W., M.L., P.A.B.), and Pathology (J.A.S.), Rush University Medical Center, Rush Alzheimer's Disease Center, Chicago, IL.
Abstract
OBJECTIVE: To assess the contribution of education to cognitive reserve. METHODS: Analyses are based on older participants in a longitudinal clinical-pathologic cohort study who had annual cognitive testing (n = 2,899) and subgroups that developed incident dementia (n = 696), died, and underwent a neuropathologic examination from which 10 neurodegenerative and cerebrovascular markers were derived (n = 752), or both (n = 405). Cognitive test scores were converted to a standard scale and averaged to yield composite measures of cognition. RESULTS: Participants had a mean of 16.3 years of education (SD = 3.7, range 0-30). In all participants, education was associated with initial level of global cognition but not rate of cognitive change. In those who developed dementia, rate of global cognitive decline accelerated a mean of 1.8 years before the diagnosis, but education was not related to the onset or rate of accelerated decline. In the deceased, rate of global cognitive decline accelerated a mean of 3.4 years before death, but higher educational attainment was related to earlier (not later) onset of accelerated decline and unrelated to rate of acceleration. Higher education was associated with lower likelihood of gross and microscopic cerebral infarcts but not with other neuropathologic markers. Education was not related to global cognitive change not attributable to neuropathologic burden and did not decrease the association of higher neuropathologic burden with more rapid cognitive decline. CONCLUSION: The results suggest that the contribution of education to cognitive reserve is limited to its association with level of cognitive function before old age.
OBJECTIVE: To assess the contribution of education to cognitive reserve. METHODS: Analyses are based on older participants in a longitudinal clinical-pathologic cohort study who had annual cognitive testing (n = 2,899) and subgroups that developed incident dementia (n = 696), died, and underwent a neuropathologic examination from which 10 neurodegenerative and cerebrovascular markers were derived (n = 752), or both (n = 405). Cognitive test scores were converted to a standard scale and averaged to yield composite measures of cognition. RESULTS: Participants had a mean of 16.3 years of education (SD = 3.7, range 0-30). In all participants, education was associated with initial level of global cognition but not rate of cognitive change. In those who developed dementia, rate of global cognitive decline accelerated a mean of 1.8 years before the diagnosis, but education was not related to the onset or rate of accelerated decline. In the deceased, rate of global cognitive decline accelerated a mean of 3.4 years before death, but higher educational attainment was related to earlier (not later) onset of accelerated decline and unrelated to rate of acceleration. Higher education was associated with lower likelihood of gross and microscopic cerebral infarcts but not with other neuropathologic markers. Education was not related to global cognitive change not attributable to neuropathologic burden and did not decrease the association of higher neuropathologic burden with more rapid cognitive decline. CONCLUSION: The results suggest that the contribution of education to cognitive reserve is limited to its association with level of cognitive function before old age.
Authors: Lei Yu; Patricia Boyle; Robert S Wilson; Eisuke Segawa; Sue Leurgans; Philip L De Jager; David A Bennett Journal: Neuroepidemiology Date: 2012-07-17 Impact factor: 3.282
Authors: D A Bennett; J A Schneider; Z Arvanitakis; J F Kelly; N T Aggarwal; R C Shah; R S Wilson Journal: Neurology Date: 2006-06-27 Impact factor: 9.910
Authors: Robert S Wilson; Lei Yu; John Q Trojanowski; Er-Yun Chen; Patricia A Boyle; David A Bennett; Julie A Schneider Journal: JAMA Neurol Date: 2013-11 Impact factor: 18.302
Authors: Sukriti Nag; Lei Yu; Robert S Wilson; Er-Yun Chen; David A Bennett; Julie A Schneider Journal: Neurology Date: 2017-01-13 Impact factor: 9.910
Authors: Timothy P Morris; Meishan Ai; Laura Chaddock-Heyman; Edward McAuley; Charles H Hillman; Arthur F Kramer Journal: J Cogn Enhanc Date: 2021-03-17
Authors: Chloe W Eng; Medellena Maria Glymour; Paola Gilsanz; Dan M Mungas; Elizabeth R Mayeda; Oanh L Meyer; Rachel A Whitmer Journal: Alzheimer Dis Assoc Disord Date: 2021 Apr-Jun 01 Impact factor: 2.703
Authors: Eileen K Graham; Bryan D James; Kathryn L Jackson; Emily C Willroth; Jing Luo; Christopher R Beam; Nancy L Pedersen; Chandra A Reynolds; Mindy Katz; Richard B Lipton; Patricia Boyle; Robert Wilson; David A Bennett; Daniel K Mroczek Journal: J Res Pers Date: 2021-04-23
Authors: Rebecca A Harrison; Noha Sharafeldin; Jennie L Rexer; Brennan Streck; Melissa Petersen; Ashley M Henneghan; Shelli R Kesler Journal: Oncologist Date: 2021-07-12