Dataset Information
Education differentially contributes to cognitive reserve across racial/ethnic groups.
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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.
SUBMITTER: Avila JF
PROVIDER: S-EPMC8376080 | biostudies-literature | 2021 Jan
REPOSITORIES: biostudies-literature
Publications
Education differentially contributes to cognitive reserve across racial/ethnic groups.
Alzheimer's & dementia : the journal of the Alzheimer's Association 20200822 1
<h4>Introduction</h4>We examined whether educational attainment differentially contributes to cognitive reserve (CR) across race/ethnicity.<h4>Methods</h4>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, a ...[more]