美国女性自然更年期的年龄和认知衰老:教育成就作为可修改的弹性因素
Muqi Guo1, Sneha Sarah Mani2, Alden L Gross2
1Department of Epidemiology, University of Michigan School of Public Health, 1415 Washington Heights, Ann Arbor, MI, 48109, United States.
Maturitas
|February 21, 2026
概括
在50岁之前经历更年期的女性的认知功能较低. 晚期更年期与更快的认知衰退有关,但高等教育可能会对这些影响提供保护.
科学领域:
- 神经科学是一个神经科学.
- 老年学是一门学科.
- 生殖健康 生殖健康
背景情况:
- 过早更年期与认知障碍有关.
- 晚期更年期的认知影响及其与社会经济因素 (如教育) 的关系不太清楚.
研究的目的:
- 研究自然更年期的时间和认知衰退之间的关联.
- 检查教育对更年期时间和认知功能之间的关系的修改作用.
主要方法:
- 该研究分析了5082名美国妇女的健康和退休研究数据,从更年期开始 (自然) 到2020年进行了跟踪.
- 更年期的时间被分类 (<40,40-44,45-49,50-55,>55岁). 认知功能使用27点评分表来评估.
- 多变量调整混合效应线性回归模型检查了与认知得分和下降率的关联,包括教育作为交互术语.
主要成果:
- 50岁之前的更年期与较低的基线认知评分有关,与50-55岁之间的更年期相比.
- 晚期更年期 (>55岁) 与加速的认知衰退相关 (每年认知衰老0.25年).
- 每增加一年的教育都与认知衰退的0.004标准偏差/年减少有关,减轻了衰老效应.
结论:
- 早更年期与较差的认知功能有关,而晚更年期与更快的认知衰退有关.
- 更高的教育水平可能会缓冲晚期更年期的负面认知影响.
- 在痴呆症预防策略中,应考虑更年期的时间,特别是对于教育程度较低的女性.
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