教育对预测从主观认知衰退 (SCD) 转化为客观认知障碍的影响:系统性审查和元分析
Sonali Arora1, Scott B Patten2, Sabela C Mallo1
1Department of Developmental Psychology, University of Santiago de Compostela, Santiago de Compostela, Xosé María Suárez Núñez, Campus Sur, Santiago de Compostela, Galicia 15782, Spain; Applied Cognitive Neuroscience and Psychogerontology group, Health Research Institute of Santiago (IDIS), Universidade de Santiago de Compostela, Rúa Xosé María Suárez Núñez, s/n, Campus Vida, Santiago de Compostela 15782, Spain.
Ageing research reviews
|September 7, 2024
概括
高等教育可能会延迟主观认知衰退 (SCD) 个体认知衰退的进展. 较低的教育程度与从SCD转化为轻度认知障碍或痴呆症的风险增加有关.
科学领域:
- 神经科学是一个神经科学.
- 老年学是一门学科.
- 公共卫生 公共卫生
背景情况:
- 主观认知衰退 (SCD) 代表了由认知投诉标记的痴呆前阶段.
- 教育是降低痴呆风险的一个已知的因素.
- 研究教育在SCD进展中的作用对于了解痴呆症预防至关重要.
研究的目的:
- 确定教育水平如何影响从SCD进展到轻度认知障碍 (MCI) 或痴呆的风险.
- 分析教育成绩与老年人的认知衰退之间的关联.
主要方法:
- 对50岁以上患有SCD的成年人进行前性纵向研究的系统综述和元分析.
- 使用随机效应模型评估转换率的聚合估计.
- 计算几率比率和危险比率来量化教育的影响.
主要成果:
- 高等教育和其他认知储备指标与延迟的认知衰退有关.
- 在高中和低学历群体中,SCD与转化为MCI/痴呆症之间存在显著的关联.
- 从SCD进步的个人平均比没有依的人少了两年的教育.
结论:
- 教育对认知能力下降的进展产生延迟作用.
- 虽然高等教育可以增强用于检测衰退的元认知技能,但它不能完全抵消与较低教育程度相关的风险增加.
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