Dan Mungas1, Evan Fletcher2, Brandon E Gavett3, Keith Widaman4, Laura B Zahodne5, Timothy J Hohman6, Elizabeth Rose Mayeda7, N Maritza Dowling8, David K Johnson9, Sarah Tomaszewski Farias1. 1. Department of Neurology, University of California, Davis, 4860 Y Street, Sacramento, CA95817, USA. 2. Department of Neurology, University of California, Davis, 1544 Newton Court, Davis, CA95616, USA. 3. Department of Psychology, University of Western Australia, School of Psychological Science (M304), 35 Stirling Hwy, Perth, WA6009, Australia. 4. Graduate School of Education, University of California, Riverside, 1207 Sproul Hall, 900 University Avenue, Riverside, CA92521, USA. 5. Department of Psychology, University of Michigan, 530 Church Street, Ann Arbor, MI48109, Australia. 6. Department of Neurology, Vanderbilt University, Vanderbilt Memory & Alzheimer's Center, 1207 17th Ave South, Suite 204F, Nashville, TN37212, USA. 7. Department of Epidemiology, University of California, Los Angeles, UCLA Pub Hlth - Epidemiology, BOX 951772, 46-070B CHS, Los Angeles, CA90095, USA. 8. Department of Acute & Chronic Care, The George Washington School of Nursing, 1919 Pennsylvania Street NW, Suite 500, Washington, DC20006, USA. 9. Department of Neurology, University of California, Davis, 100 N. Wiget Lane, Suite 150, Walnut Creek, CA94598, USA.
Abstract
OBJECTIVE: This study compared the level of education and tests from multiple cognitive domains as proxies for cognitive reserve. METHOD: The participants were educationally, ethnically, and cognitively diverse older adults enrolled in a longitudinal aging study. We examined independent and interactive effects of education, baseline cognitive scores, and MRI measures of cortical gray matter change on longitudinal cognitive change. RESULTS: Baseline episodic memory was related to cognitive decline independent of brain and demographic variables and moderated (weakened) the impact of gray matter change. Education moderated (strengthened) the gray matter change effect. Non-memory cognitive measures did not incrementally explain cognitive decline or moderate gray matter change effects. CONCLUSIONS: Episodic memory showed strong construct validity as a measure of cognitive reserve. Education effects on cognitive decline were dependent upon the rate of atrophy, indicating education effectively measures cognitive reserve only when atrophy rate is low. Results indicate that episodic memory has clinical utility as a predictor of future cognitive decline and better represents the neural basis of cognitive reserve than other cognitive abilities or static proxies like education.
OBJECTIVE: This study compared the level of education and tests from multiple cognitive domains as proxies for cognitive reserve. METHOD: The participants were educationally, ethnically, and cognitively diverse older adults enrolled in a longitudinal aging study. We examined independent and interactive effects of education, baseline cognitive scores, and MRI measures of cortical gray matter change on longitudinal cognitive change. RESULTS: Baseline episodic memory was related to cognitive decline independent of brain and demographic variables and moderated (weakened) the impact of gray matter change. Education moderated (strengthened) the gray matter change effect. Non-memory cognitive measures did not incrementally explain cognitive decline or moderate gray matter change effects. CONCLUSIONS: Episodic memory showed strong construct validity as a measure of cognitive reserve. Education effects on cognitive decline were dependent upon the rate of atrophy, indicating education effectively measures cognitive reserve only when atrophy rate is low. Results indicate that episodic memory has clinical utility as a predictor of future cognitive decline and better represents the neural basis of cognitive reserve than other cognitive abilities or static proxies like education.
Authors: Richard N Jones; Jennifer Manly; M Maria Glymour; Dorene M Rentz; Angela L Jefferson; Yaakov Stern Journal: J Int Neuropsychol Soc Date: 2011-07 Impact factor: 2.892
Authors: Bruce R Reed; Dan Mungas; Sarah Tomaszewski Farias; Danielle Harvey; Laurel Beckett; Keith Widaman; Ladson Hinton; Charles DeCarli Journal: Brain Date: 2010-06-30 Impact factor: 13.501
Authors: Alden L Gross; Dan M Mungas; Paul K Crane; Laura E Gibbons; Anna MacKay-Brandt; Jennifer J Manly; Shubhabrata Mukherjee; Heather Romero; Bonnie Sachs; Michael Thomas; Guy G Potter; Richard N Jones Journal: Psychol Aging Date: 2015-11-02
Authors: Yaakov Stern; Eider M Arenaza-Urquijo; David Bartrés-Faz; Sylvie Belleville; Marc Cantilon; Gael Chetelat; Michael Ewers; Nicolai Franzmeier; Gerd Kempermann; William S Kremen; Ozioma Okonkwo; Nikolaos Scarmeas; Anja Soldan; Chinedu Udeh-Momoh; Michael Valenzuela; Prashanthi Vemuri; Eero Vuoksimaa Journal: Alzheimers Dement Date: 2020-01-06 Impact factor: 21.566
Authors: Kristen M George; Paola Gilsanz; Rachel L Peterson; Lisa L Barnes; Charles S DeCarli; Elizabeth Rose Mayeda; Dan M Mungas; Rachel A Whitmer Journal: J Gerontol A Biol Sci Med Sci Date: 2021-08-13 Impact factor: 6.591