Socio-economic disadvantage from childhood to adulthood and locomotor function in old age: a lifecourse analysis of the Boyd Orr and Caerphilly prospective studies

Birnie, Kate; Martin, Richard M.; Gallacher, John; Bayer, Antony James; Gunnell, David; Ebrahim, Shah; Ben-Shlomo, Yoav

doi:10.1136/jech.2009.103648

Cited by 37 publications

(46 citation statements)

References 42 publications

(51 reference statements)

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“…Our analysis is also distinguished by its focus on a younger age group and a more recent birth cohort than Birnie et al (2011)-ages 50 to 59 born in the 1950s compared with ages 63 to 86 born in the 1920s and 1930s. Cohorts currently on the edge of their retirement years have experienced different physical activity patterns and higher incomes than preceding cohorts, making it important to examine the cumulative outcome of early and mid-life events on health for the cohort born in the 1950s.…”

Section: Childhood Characteristics Education and Later Healthmentioning

confidence: 99%

Childhood Circumstances and Mid-Life Functional Mobility

Henretta

McCrory

2015

J Aging Health

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Section: Childhood Characteristics Education and Later Healthmentioning

confidence: 99%

Childhood Circumstances and Mid-Life Functional Mobility

Henretta

McCrory

2015

J Aging Health

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“…Any life course model which offers a model fit as good as the saturated model is then considered further. Since its proposal, the structured life course approach has been applied in several studies exploring the influence of social circumstances on health across the life course (Birnie, et al 2011;Cooper, Mishra & Kuh, 2011;Gustafsson, Persson & Hammarstrom, 2011;Murray et al, 2011;West et al, 2012 ;Wills, Hardy, Black & Kuh, 2010) and throughout childhood (Evans & Kohli, 1997;Giles et al, 2011;Lin, Leung, Hui, Lam and Schooling, 2011).…”

Section: Introductionmentioning

confidence: 99%

Family structure and socio-emotional wellbeing in the early years: a life course approach

Pearce

Hope

Lewis

et al. 2014

LLCS

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“…34 Cognition appears not to have a major role in the education-WS association: in our study, MMSE explained 15% of the association; using alternative tests (Isaac Test, Benton Visual Retention Test, Trail Making Test) yielded similar conclusions (data not shown). Finally, because childhood and adult SES are independently associated with slower WS in old age, 35 parental education was used as a surrogate for childhood SES and attenuated the education-WS association by approximately 12%. This study's main strengths include repeated WS measures over 10 years in a large sample of community-dwelling elderly persons.…”

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confidence: 99%

Motor function in the elderly

et al. 2013

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Objective: The reserve hypothesis accounts for the lack of direct relationship between brain pathology and its clinical manifestations. Research has mostly focused on cognition; our objective is to examine whether the reserve hypothesis applies to motor function. We investigated whether education, a marker of reserve, modifies the association between white matter lesions (WMLs), a marker of vascular brain damage, and maximum walking speed (WS), an objective measure of motor function. We also examined the cross-sectional and longitudinal association between education and WS.Methods: Data are from 4,010 participants aged 65-85 years in the longitudinal Three-CityDijon Study with up to 4 WS measures over 10 years. We examined the interaction between education and WMLs for baseline WS. We studied the association between education and repeated WS measures using linear mixed models, and the role of covariates in explaining the education-WS association.Results: Education was strongly associated with baseline WS; the difference in mean WS between the high and low education groups (0.145 m/s, 95% confidence interval 5 0.125-0.165) was equivalent to 7.4 years of age. WMLs were associated with slow WS only in the low education group (p interaction 5 0.026). WS declined significantly over time (20.194 m/s/10 years, 95% confidence interval 5 20.206, 20.182), but education did not influence rate of decline. Anthropometric characteristics, parental education, general health, and cognition had the strongest role in explaining the baseline education-WS association.Conclusions: Participants with more education were less susceptible to WMLs' effect on motor function. Higher education was associated with better motor performances but not with motor decline. These results are consistent with the passive reserve hypothesis. The concept of brain reserve accounts for the lack of direct relationship between brain pathology and its clinical manifestations.1-3 High reserve, assessed via anatomical features of the brain or markers of enriched environments (e.g., education, socioeconomic status [SES]), has been associated with reduced clinical manifestations of neuropathologic changes. [4][5][6] Risk factors have also been found not to be related to the same extent to functional measures among those with high and low reserve. 7,8 Recent evidence suggests that higher education is strongly associated with better cognitive performances but not with a slower rate of cognitive decline.9-12 These findings are interpreted as supporting a "passive reserve" hypothesis: higher education is associated with better performances because of the persistence of earlier differences rather than differential rates of cognitive decline. In longitudinal studies, this translates into baseline

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Socio-economic disadvantage from childhood to adulthood and locomotor function in old age: a lifecourse analysis of the Boyd Orr and Caerphilly prospective studies

Abstract: Accumulating socio-economic disadvantage from childhood to adulthood is associated with slower walking time in old age, with mixed results for balance ability.

Cited by 37 publications

References 42 publications

Childhood Circumstances and Mid-Life Functional Mobility

Childhood Circumstances and Mid-Life Functional Mobility

Family structure and socio-emotional wellbeing in the early years: a life course approach

Motor function in the elderly

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