Elizabeth Muñoz1, Linda C Gallo2, Simin Hua3, Martin J Sliwinski4, Robert Kaplan3,5, Richard B Lipton3, Hector M González6, Frank J Penedo7, Wassim Tarraf8, Martha L Daviglus9, Maria M Llabre7, Carmen R Isasi3. 1. Department of Human Development and Family Sciences and Population Research Center, University of Texas at Austin, Austin, Texas. 2. Department of Psychology, San Diego State University, San Diego, California. 3. Department of Epidemiology and Population Health, Albert Einstein College of Medicine, The Bronx, New York. 4. Department of Human Development and Family Studies and Center for Healthy Aging, Pennsylvania State University, University Park, Pennsylvania. 5. Division of Public Health Sciences, Fred Hutchinson Cancer Research Center, Seattle, Washington. 6. Department of Neurosciences and Shiley-Marcos Alzheimer's Disease Research Center, University of California, San Diego, La Jolla, California. 7. Department of Psychology, University of Miami, Coral Gables, Florida. 8. Department of Health Care Sciences and Institute of Gerontology, Wayne State University, Detroit, Michigan. 9. Department of Preventive Medicine, Northwestern University Feingold School of Medicine, Chicago, Illinois.
Abstract
OBJECTIVES: The purpose of this study was to evaluate the hypothesis that chronic and acculturative stress would be negatively associated with neurocognitive function among middle aged to older Hispanics/Latinos. METHOD: Our analytic sample consisted of 3,265 participants (mean age = 56.7 (±0.24)) from the Hispanic Community Health Study/Study of Latinos who participated in its Sociocultural Ancillary Study. During the baseline phase of this project, participants were assessed on multiple domains of neurocognitive function, and completed self-report measures of chronic and acculturative stress. RESULTS: Each standard deviation increase in chronic stress was associated with lower performance in a verbal learning task (B = -.17, 95% CI [-.32, -.01]); this association was no longer significant after adjusting for mental and physical health symptoms, including depression and anxiety symptoms, and cardiovascular health. A standard deviation increase in acculturative stress was associated with poorer performance in all cognitive measures (Bs range = -.13 to -1.03). Associations of acculturation stress with psychomotor speed, verbal learning, and word fluency remained significant after adjusting for mental and physical health symptoms. DISCUSSION: Our results suggest that mental and physical health may help explain some cross-sectional associations between stress and cognition and highlight the need to examine culture-specific psychosocial stressors to better understand the context of psychosocial risk factors for neurocognitive performance.
OBJECTIVES: The purpose of this study was to evaluate the hypothesis that chronic and acculturative stress would be negatively associated with neurocognitive function among middle aged to older Hispanics/Latinos. METHOD: Our analytic sample consisted of 3,265 participants (mean age = 56.7 (±0.24)) from the Hispanic Community Health Study/Study of Latinos who participated in its Sociocultural Ancillary Study. During the baseline phase of this project, participants were assessed on multiple domains of neurocognitive function, and completed self-report measures of chronic and acculturative stress. RESULTS: Each standard deviation increase in chronic stress was associated with lower performance in a verbal learning task (B = -.17, 95% CI [-.32, -.01]); this association was no longer significant after adjusting for mental and physical health symptoms, including depression and anxiety symptoms, and cardiovascular health. A standard deviation increase in acculturative stress was associated with poorer performance in all cognitive measures (Bs range = -.13 to -1.03). Associations of acculturation stress with psychomotor speed, verbal learning, and word fluency remained significant after adjusting for mental and physical health symptoms. DISCUSSION: Our results suggest that mental and physical health may help explain some cross-sectional associations between stress and cognition and highlight the need to examine culture-specific psychosocial stressors to better understand the context of psychosocial risk factors for neurocognitive performance.
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