Jet M J Vonk1,2, Eve Higby3,4, Alexandre Nikolaev5,6, Dalia Cahana-Amitay7, Avron Spiro8,9, Martin L Albert7,8, Loraine K Obler10. 1. Taub Institute for Research on Alzheimer's Disease and the Aging Brain, Department of Neurology, Columbia University Irving Medical Center, New York, New York. 2. Julius Center for Health Sciences and Primary Care, University Medical Center Utrecht, The Netherlands. 3. Department of Speech, Language, and Hearing Sciences, California State University, East Bay, Hayward. 4. Department of Psychology, University of California, Riverside. 5. Helsinki Collegium for Advanced Studies, University of Helsinki, Finland. 6. 6School of Languages and Cultures, University of Sheffield, Massachusetts. 7. Department of Neurology, Boston University School of Medicine, Massachusetts. 8. Veterans Affairs Boston Healthcare System, Massachusetts. 9. Department of Epidemiology, School of Public Health, Boston University, Massachusetts. 10. The Graduate Center of the City University of New York.
Abstract
OBJECTIVES: To better understand and compare effects of aging and education across domains of language and cognition, we investigated whether (a) these domains show different associations with age and education, (b) these domains show similar patterns of age-related change over time, and (c) education moderates the rate of decline in these domains. METHOD: We analyzed data from 306 older adults aged 55-85 at baseline of whom 116 returned for follow-up 4-8 years later. An exploratory factor analysis identified domains of language and cognition across a range of tasks. A confirmatory factor analysis analyzed cross-sectional associations of age and education with these domains. Subsequently, mixed linear models analyzed longitudinal change as a function of age and moderation by education. RESULTS: We identified 2 language domains, that is, semantic control and semantic memory efficiency, and 2 cognitive domains, that is, working memory and cognitive speed. Older age negatively affected all domains except semantic memory efficiency, and higher education positively affected all domains except cognitive speed at baseline. In language domains, a steeper age-related decline was observed after age 73-74 compared to younger ages, while cognition declined linearly with age. Greater educational attainment did not protect the rate of decline over time in any domain. DISCUSSION: Separate domains show varying effects of age and education at baseline, language versus cognitive domains show dissimilar patterns of age-related change over time, and education does not moderate the rate of decline in these domains. These findings broaden our understanding of age effects on cognitive and language abilities by placing observed age differences in context.
OBJECTIVES: To better understand and compare effects of aging and education across domains of language and cognition, we investigated whether (a) these domains show different associations with age and education, (b) these domains show similar patterns of age-related change over time, and (c) education moderates the rate of decline in these domains. METHOD: We analyzed data from 306 older adults aged 55-85 at baseline of whom 116 returned for follow-up 4-8 years later. An exploratory factor analysis identified domains of language and cognition across a range of tasks. A confirmatory factor analysis analyzed cross-sectional associations of age and education with these domains. Subsequently, mixed linear models analyzed longitudinal change as a function of age and moderation by education. RESULTS: We identified 2 language domains, that is, semantic control and semantic memory efficiency, and 2 cognitive domains, that is, working memory and cognitive speed. Older age negatively affected all domains except semantic memory efficiency, and higher education positively affected all domains except cognitive speed at baseline. In language domains, a steeper age-related decline was observed after age 73-74 compared to younger ages, while cognition declined linearly with age. Greater educational attainment did not protect the rate of decline over time in any domain. DISCUSSION: Separate domains show varying effects of age and education at baseline, language versus cognitive domains show dissimilar patterns of age-related change over time, and education does not moderate the rate of decline in these domains. These findings broaden our understanding of age effects on cognitive and language abilities by placing observed age differences in context.
Authors: Jan S Novotný; Juan P Gonzalez-Rivas; Jose R Medina-Inojosa; Francisco Lopez-Jimenez; Yonas E Geda; Gorazd B Stokin Journal: Alzheimers Dement (N Y) Date: 2021-12-31