生活和教育中更高的目标与老年人中更好的认知有关
Wellington Lourenço Oliveira1, Ruth Caldeira de Melo1,2, Meire Cachioni1,2
1Universidade de São Paulo, Escola de Artes, Ciências e Humanidades, Departamento de Gerontologia, São Paulo SP, Brazil.
Arquivos de neuro-psiquiatria
|February 23, 2024
概括
生活目标 (PiL) 和教育显著影响老年人的认知功能. 较低的PiL和教育与较差的认知表现有关,这表明干预目标.
科学领域:
- 老年学是一门学科.
- 认知神经科学 认知神经科学
- 老龄化中的心理社会因素
背景情况:
- 由于神经生物学过程,认知能力自然会随着年龄的增长而变化.
- 心理社会因素也在影响老年人的认知方面发挥着重要作用.
研究的目的:
- 调查神经病症,抑郁症症状,生活目标 (PiL) 和认知表现之间的关系.
- 专注于社区生活的老年人,以了解对认知的心理社会影响.
主要方法:
- 巴西老年人的脆弱性 (FIBRA) 研究 (2016-2017) 的横截面分析.
- 样本:419名认知能力不受损的老年人 (≥72岁) 教育程度低.
- 测量:神经病症 (NEO-PI-R),老年抑郁症量表 (GDS),PiL量表和认知综合评分 (MMSE,M-ACE子项目,时钟绘图测试,情节性记忆).
主要成果:
- 两变相关性显示了教育和PiL与认知之间的积极关联.
- 神经症和抑郁症症状与认知表现有负面关联.
- 后勤回归证实了PiL和教育与认知之间的显著积极关联,即使在控制混因素之后.
结论:
- 低水平的生活目标 (PiL) 和教育与老年人的认知功能下降有关.
- 这些发现强调了心理社会因素和教育在维持老龄人口认知健康方面的重要性.
- 结果可能会为旨在提高老年人认知功能的干预措施提供信息.
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