1. Education differentially contributes to cognitive reserve across racial/ethnic groups
- Author
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Jennifer J. Manly, Miguel Arce Rentería, Richard Mayeux, Kacie D. Deters, Justina F. Avila, Tanisha G. Hill-Jarrett, Nicole Schupf, Mirella Díaz-Santos, Shellie-Anne Levy, Jet M.J. Vonk, Indira C. Turney, Annie M. Racine, Benjamin Maas, Franchesca Arias, Kay C. Igwe, Rebecca J. Melrose, De Annah R. Byrd, Richard N. Jones, Luis D. Medina, Oanh L. Meyer, Ketlyne Sol, Carmen I Carrión, Anthony G. Chesebro, Adam M. Brickman, Juliet Colon, Sarah E. Tom, and Dominika Seblova
- Subjects
Male ,Aging ,Epidemiology ,Ethnic group ,Neuropsychological Tests ,Race (biology) ,0302 clinical medicine ,Cognitive Reserve ,80 and over ,Ethnicity ,Cognitive reserve ,Language ,Aged, 80 and over ,education ,Health Policy ,05 social sciences ,Brain ,Hispanic or Latino ,Magnetic Resonance Imaging ,White Matter ,Racial ethnic ,Psychiatry and Mental health ,Hippocampal volume ,Educational Status ,Female ,Racial/ethnic difference ,Psychology ,Clinical Sciences ,Black People ,050105 experimental psychology ,White People ,Article ,03 medical and health sciences ,Cellular and Molecular Neuroscience ,Developmental Neuroscience ,Clinical Research ,Memory ,Behavioral and Social Science ,Humans ,0501 psychology and cognitive sciences ,Aged ,cognitive aging ,Latent growth modeling ,Racial Groups ,Neurosciences ,racial/ethnic differences ,Educational attainment ,Brain Disorders ,Black or African American ,Geriatrics ,Cognitive Aging ,Neurology (clinical) ,Geriatrics and Gerontology ,030217 neurology & neurosurgery ,Demography - Abstract
IntroductionWe examined whether educational attainment differentially contributes to cognitive reserve (CR) across race/ethnicity.MethodsA 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.ResultsHigher 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.DiscussionEducational attainment does not contribute to CR similarly across racial/ethnic groups.
- Published
- 2020