Searching for just a few words should be enough to get started. If you need to make more complex queries, use the tips below to guide you.
Article type: Research Article
Authors: Zamarian, Laura; * | Karner, Elfriede | Bodner, Thomas | Djamshidian, Atbin | Delazer, Margarete
Affiliations: Department of Neurology, Medical University of Innsbruck, Innsbruck, Austria
Correspondence: [*] Correspondence to: Laura Zamarian, Department of Neurology, Medical University of Innsbruck (MUI), Anichstrasse 35, 6020 Innsbruck, Austria. Tel.: +43 (0)512 504 23661; E-mail: [email protected].
Abstract: Background:Education has a protective effect toward cognitive decline in advanced age and is an important factor contributing to cognitive reserve. Objective:To elucidate the interaction effect of education and global mental status on cognitive performance of older patients with progressive cognitive decline. Methods:This retrospective study included 1,392 patients. We performed moderation regressions to examine the interaction between education and global mental status (Mini-Mental State Examination (MMSE) score) on performance in episodic memory, executive functions (EF), language, and constructional praxis tests. Significant interaction effects were further explored through separate linear regressions by MMSE level (inferior: ≤24; intermediate: 25–27; superior: 28–30). Results:There was an interaction between MMSE and education for some but not all variables. At intermediate and superior MMSE levels, high-educated people had a clear advantage relative to low-educated people in verbal memory and EF tests. This advantage was not significant at an inferior MMSE level. In object naming, constructional praxis recall, and constructional praxis, high-educated people performed better than low-educated people, independently of MMSE level. Conclusion:Education has a differential effect on cognitive performance in patients with cognitive decline. While high education is not helpful for episodic memory and EF at low cognitive levels, it is still beneficial for retrieving words or other semantic knowledge. These findings suggest an interaction between global mental status and education on different cognitive domains and have strong clinical implications. Diagnostic judgments should be based on the knowledge of such interaction. This study highlights the beneficial but selective effects of high education.
Keywords: Aging, cognition, cognitive dysfunction, cognitive reserve, diagnosis, education, neuropsychology
DOI: 10.3233/JAD-201608
Journal: Journal of Alzheimer's Disease, vol. 80, no. 4, pp. 1491-1501, 2021
IOS Press, Inc.
6751 Tepper Drive
Clifton, VA 20124
USA
Tel: +1 703 830 6300
Fax: +1 703 830 2300
[email protected]
For editorial issues, like the status of your submitted paper or proposals, write to [email protected]
IOS Press
Nieuwe Hemweg 6B
1013 BG Amsterdam
The Netherlands
Tel: +31 20 688 3355
Fax: +31 20 687 0091
[email protected]
For editorial issues, permissions, book requests, submissions and proceedings, contact the Amsterdam office [email protected]
Inspirees International (China Office)
Ciyunsi Beili 207(CapitaLand), Bld 1, 7-901
100025, Beijing
China
Free service line: 400 661 8717
Fax: +86 10 8446 7947
[email protected]
For editorial issues, like the status of your submitted paper or proposals, write to [email protected]
如果您在出版方面需要帮助或有任何建, 件至: [email protected]