Justina F Avila1, Miguel Arce Rentería2,3,4, Richard N Jones5, Jet M J Vonk2,3,4,6, Indira Turney2,3,4, Ketlyne Sol7, Dominika Seblova2,3,4, Franchesca Arias8, Tanisha Hill-Jarrett9, Shellie-Anne Levy10, Oanh Meyer11, Annie M Racine12, Sarah E Tom3,4,13, Rebecca J Melrose14, Kacie Deters15, Luis D Medina16, Carmen I Carrión17, Mirella Díaz-Santos18, DeAnnah R Byrd19, Anthony Chesebro2,3,4, Juliet Colon2,3,4, Kay C Igwe2,3,4, Benjamin Maas2,3,4, Adam M Brickman2,3,4, Nicole Schupf2,3,4, Richard Mayeux2,3,4, Jennifer J Manly2,3,4. 1. Department of Psychology, University of New Mexico, Albuquerque, New Mexico, USA. 2. Taub Institute for Research on Alzheimer's Disease and the Aging Brain, College of Physicians and Surgeons, Columbia University, New York, New York, USA. 3. Gertrude H. Sergievsky Center, College of Physicians and Surgeons, Columbia University, New York, New York, USA. 4. Department of Neurology, College of Physicians and Surgeons, Columbia University, New York, New York, USA. 5. Department of Neurology, Warren Alpert Medical School, Brown University, Butler Hospital, Providence, Rhode Island, USA. 6. Department of Epidemiology, Julius Center for Health Sciences and Primary Care, University Medical Center Utrecht and Utrecht University, Utrecht, The Netherlands. 7. Department of Psychology, University of Michigan, Michigan, Ann Arbor, USA. 8. Aging Brain Center, Hebrew Senior Life, Harvard Medical School Affiliate, Boston, Massachusetts, USA. 9. Department of Neurosurgery, University of South Florida, Florida, Tampa, USA. 10. Department of Clinical and Health Psychology, University of Florida, Gainesville, Florida, USA. 11. Department of Neurology, University of California Davis School of Medicine, Sacramento, California, USA. 12. Biogen Inc, Cambridge, Massachusetts, USA. 13. Department of Epidemiology, Mailman School of Public Health, Columbia University, New York, New York, USA. 14. VA Greater Los Angeles Healthcare System, Los Angeles, California, USA. 15. Department of Neurology and Neurological Sciences, Stanford University School of Medicine, Stanford, California, USA. 16. Department of Psychology, University of Houston, Houston, Texas, USA. 17. Department of Neurology, School of Medicine, Yale University, New Haven, Connecticut, USA. 18. Department of Psychiatry & Biobehavioral Sciences, University of California Los, Angeles, California, USA. 19. Institute of Gerontology, Wayne State University, Detroit, Michigan, USA.
Abstract
INTRODUCTION: We examined whether educational attainment differentially contributes to cognitive reserve (CR) across race/ethnicity. METHODS: A total of 1553 non-Hispanic Whites (Whites), non-Hispanic Blacks (Blacks), and Hispanics in the Washington Heights-Inwood Columbia Aging Project (WHICAP) completed structural magnetic resonance imaging. Mixture growth curve modeling was used to examine whether the effect of brain integrity indicators (hippocampal volume, cortical thickness, and white matter hyperintensity [WMH] volumes) on memory and language trajectories was modified by education across racial/ethnic groups. RESULTS: Higher educational attainment attenuated the negative impact of WMH burden on memory (β = -0.03; 99% CI: -0.071, -0.002) and language decline (β = -0.024; 99% CI:- 0.044, -0.004), as well as the impact of cortical thinning on level of language performance for Whites, but not for Blacks or Hispanics. DISCUSSION: Educational attainment does not contribute to CR similarly across racial/ethnic groups.
INTRODUCTION: We examined whether educational attainment differentially contributes to cognitive reserve (CR) across race/ethnicity. METHODS: A total of 1553 non-Hispanic Whites (Whites), non-Hispanic Blacks (Blacks), and Hispanics in the Washington Heights-Inwood Columbia Aging Project (WHICAP) completed structural magnetic resonance imaging. Mixture growth curve modeling was used to examine whether the effect of brain integrity indicators (hippocampal volume, cortical thickness, and white matter hyperintensity [WMH] volumes) on memory and language trajectories was modified by education across racial/ethnic groups. RESULTS: Higher educational attainment attenuated the negative impact of WMH burden on memory (β = -0.03; 99% CI: -0.071, -0.002) and language decline (β = -0.024; 99% CI:- 0.044, -0.004), as well as the impact of cortical thinning on level of language performance for Whites, but not for Blacks or Hispanics. DISCUSSION: Educational attainment does not contribute to CR similarly across racial/ethnic groups.
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