High education accelerates cognitive decline in dementia: A brief report from the population-based NEDICES cohort

Contador, Israel; Bermejo‐Pareja, Félix; Pablos, David Lora; Villarejo, Alberto; Benito‐León, Julián

doi:10.1590/1980-57642016dn11-030012

Cited by 12 publications

(10 citation statements)

References 13 publications

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“…One particularly interesting finding of this study is that higher education (more years of education) predicts cognitive worsening in PD (Table 3). Indeed, the role of education as a risk factor for cognitive impairment is still debated: lower education was observed to be a risk factor of cognitive impairment (Reuser et al, 2011;Contador et al, 2017), but, at the same time, high education has been found to lead to more rapid cognitive decline (Meng and D'Arcy, 2012;Contador et al, 2017). However, in our study, this effect was not stable in multivariate regression analysis, and, perhaps, needs further focused investigation.…”

Section: Discussioncontrasting

confidence: 65%

EEG Slowing and Axial Motor Impairment Are Independent Predictors of Cognitive Worsening in a Three-Year Cohort of Patients With Parkinson's Disease

Kozak

Chaturvedi

Gschwandtner

et al. 2020

Front. Aging Neurosci.

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Objective: We aimed to determine whether the combination of two parameters: (a) score of axial impairment and limb rigidity (SAILR) with (b) EEG global relative median power in the frequency range theta 4-8 Hz (GRMPT) predicted cognitive outcome in patients with Parkinson's disease (PD) better than each of these measures alone. Methods: 47 non-demented patients with PD were examined and reexamined after 3 years. At both time-points, the patients underwent a comprehensive neuropsychological and neurological assessment and EEG in eyes-closed resting-state condition. The results of cognitive tests were normalized and individually summarized to obtain a "global cognitive score" (GCS). Change of GCS was used to represent cognitive changes over time. GRMPT and SAILR was used for further analysis. Linear regression models were calculated. Results: GRMPT and SAILR independently predicted cognitive change. Combination of GRMPT and SAILR improved the significance of the regression model as compared to using each of these measures alone. GRMPT and SAILR only slightly correlate between each other. Conclusion: The combination of axial signs and rigidity with quantitative EEG improves early identification of patients with PD prone to severe cognitive decline. GRMPT and SAILR seem to reflect different disease mechanisms. Significance Combination of EEG and axial motor impairment assessment may be a valuable marker in the cognitive prognosis of PD.

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Section: Discussioncontrasting

confidence: 65%

EEG Slowing and Axial Motor Impairment Are Independent Predictors of Cognitive Worsening in a Three-Year Cohort of Patients With Parkinson's Disease

Kozak

Chaturvedi

Gschwandtner

et al. 2020

Front. Aging Neurosci.

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“…The cognitive reserve theory posits that highly educated individuals cope better with AD pathology [ 8 , 44 ] and do not show dementia symptoms until they have substantial amount of pathological burden in the brain. However, when more educated individuals started to show dementia symptoms, they showed steeper cognitive decline [ 45 ]. Likewise, young individuals have greater neural reserve and need greater pathological burden to show dementia symptoms than old individuals [ 46 ].…”

Section: Discussionmentioning

confidence: 99%

Differential effects of risk factors on the cognitive trajectory of early- and late-onset Alzheimer’s disease

et al. 2021

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Background Although few studies have shown that risk factors for Alzheimer’s disease (AD) are associated with cognitive decline in AD, not much is known whether the impact of risk factors differs between early-onset AD (EOAD, symptom onset < 65 years of age) versus late-onset AD (LOAD). Therefore, we evaluated whether the impact of Alzheimer’s disease (AD) risk factors on cognitive trajectories differ in EOAD and LOAD. Methods We followed-up 193 EOAD and 476 LOAD patients without known autosomal dominant AD mutation for 32.3 ± 23.2 months. Mixed-effects model analyses were performed to evaluate the effects of APOE ε4, low education, hypertension, diabetes, dyslipidemia, and obesity on cognitive trajectories. Results APOE ε4 carriers showed slower cognitive decline in general cognitive function, language, and memory domains than APOE ε4 carriers in EOAD but not in LOAD. Although patients with low education showed slower cognitive decline than patients with high education in both EOAD and LOAD, the effect was stronger in EOAD, specifically in frontal-executive function. Patients with hypertension showed faster cognitive decline than did patients without hypertension in frontal-executive and general cognitive function in LOAD but not in EOAD. Patients with obesity showed slower decline in general cognitive function than non-obese patients in EOAD but not in LOAD. Conclusions Known risk factors for AD were associated with slower cognitive decline in EOAD but rapid cognitive decline in LOAD.

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“…A systematic search for studies investigating whether education is related to the progression of cognitive changes after dementia diagnosis revealed eight nonoverlapping studies (total N = 1,815), four of which (total N = 555) indeed reported faster declines for more highly educated individuals on measures of cognitive function during the years immediately after a dementia diagnosis). Of those studies, two reported data from very small samples (Contador, Bermejo-Pareja, Pablos, Villarejo, & Benito-Leon, 2017;Unverzagt, Hui, Farlow, Hall, & Hendrie, 1998). However, Andel, Vigen, Mack, Clark, and Gatz (2006) studied a larger sample of 171 individuals with a diagnosis of Alzheimer's disease in a longitudinal cohort study.…”

Section: Education and Cognitive Decline Before And After Dementia DImentioning

confidence: 99%

Education and Cognitive Functioning Across the Life Span

Lövdén

Fratiglioni

Glymour

et al. 2020

Psychol Sci Public Interest

606

308

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Cognitive abilities are important predictors of educational and occupational performance, socioeconomic attainment, health, and longevity. Declines in cognitive abilities are linked to impairments in older adults’ everyday functions, but people differ from one another in their rates of cognitive decline over the course of adulthood and old age. Hence, identifying factors that protect against compromised late-life cognition is of great societal interest. The number of years of formal education completed by individuals is positively correlated with their cognitive function throughout adulthood and predicts lower risk of dementia late in life. These observations have led to the propositions that prolonging education might (a) affect cognitive ability and (b) attenuate aging-associated declines in cognition. We evaluate these propositions by reviewing the literature on educational attainment and cognitive aging, including recent analyses of data harmonized across multiple longitudinal cohort studies and related meta-analyses. In line with the first proposition, the evidence indicates that educational attainment has positive effects on cognitive function. We also find evidence that cognitive abilities are associated with selection into longer durations of education and that there are common factors (e.g., parental socioeconomic resources) that affect both educational attainment and cognitive development. There is likely reciprocal interplay among these factors, and among cognitive abilities, during development. Education–cognitive ability associations are apparent across the entire adult life span and across the full range of education levels, including (to some degree) tertiary education. However, contrary to the second proposition, we find that associations between education and aging-associated cognitive declines are negligible and that a threshold model of dementia can account for the association between educational attainment and late-life dementia risk. We conclude that educational attainment exerts its influences on late-life cognitive function primarily by contributing to individual differences in cognitive skills that emerge in early adulthood but persist into older age. We also note that the widespread absence of educational influences on rates of cognitive decline puts constraints on theoretical notions of cognitive aging, such as the concepts of cognitive reserve and brain maintenance. Improving the conditions that shape development during the first decades of life carries great potential for improving cognitive ability in early adulthood and for reducing public-health burdens related to cognitive aging and dementia.

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High education accelerates cognitive decline in dementia: A brief report from the population-based NEDICES cohort

Cited by 12 publications

References 13 publications

EEG Slowing and Axial Motor Impairment Are Independent Predictors of Cognitive Worsening in a Three-Year Cohort of Patients With Parkinson's Disease

EEG Slowing and Axial Motor Impairment Are Independent Predictors of Cognitive Worsening in a Three-Year Cohort of Patients With Parkinson's Disease

Differential effects of risk factors on the cognitive trajectory of early- and late-onset Alzheimer’s disease

Education and Cognitive Functioning Across the Life Span

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