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Late life education and cognitive function in older adults
Geeske Peeters1, Rose Anne Kenny1,2,3, Brian Lawlor1,4
1Global Brain Health Institute, Trinity College Dublin, Dublin, Ireland.
International Journal of Geriatric Psychiatry
|February 12, 2020
Summary
Late life education (LLE) may boost cognitive reserve in older adults, particularly those with lower prior education. Engaging in learning after 50 is linked to better cognitive function and slower decline.
Area of Science:
- Neuroscience
- Gerontology
- Public Health
Background:
- Cognitive reserve is crucial for maintaining brain function in aging.
- The impact of education acquired later in life on cognitive reserve remains understudied.
- Low levels of formal education are associated with increased risk of cognitive decline.
Purpose of the Study:
- To investigate the association between late life education (LLE) and cognitive function in adults aged 50 and above.
- To examine both cross-sectional and prospective relationships between LLE and cognitive performance.
- To determine if LLE can mitigate cognitive decline in older adults.
Main Methods:
- Utilized data from 5306 participants (aged 50+) in The Irish Longitudinal Study of Ageing.
- Assessed LLE and cognitive function using the Montreal cognitive assessment (MoCA) errors in 2010 and 2014.
- Employed Poisson regression, stratified by education level, with sensitivity analyses for bias.
Main Results:
- LLE was associated with fewer MoCA errors in individuals with primary/no or secondary education.
- A borderline significant prospective association between LLE and slower MoCA error increase was observed in those with primary/no education.
- Tertiary education did not show a significant association between LLE and MoCA errors.
Conclusions:
- Late life education may enhance cognitive reserve.
- LLE could serve as a valuable intervention to counteract cognitive decline risks linked to lower educational attainment.
- Further research into LLE's role in cognitive health is warranted.
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