The effect of education and occupational complexity on rate of cognitive decline in Alzheimer's patients

Journal of the International Neuropsychological Society - Tập 12 Số 1 - Trang 147-152 - 2006
Ross Andel1, Cheryl Vigen2, Wendy J. Mack2, Linda J. Clark3, Margaret Gatz4
1School of Aging Studies, University of South Florida, Tampa, Florida, 33620, USA
2Department of Preventive Medicine, University of Southern California Keck School of Medicine, Los Angeles, CA
3Department of Neurology; University of Southern California, Keck School of Medicine; Los Angeles CA
4Department of Psychology, University of Southern California, Los Angeles, CA

Tóm tắt

We explored the effect of education and occupational complexity on the rate of cognitive decline (as measured by the Mini-Mental State Examination) in 171 patients with a confirmed Alzheimer's disease (AD) diagnosis. Complexity was measured as substantive complexity of work and complexity of work with data, people, and things. Average lifetime occupational complexity was calculated based on years at each occupation. Participants were followed for an average of 2.5 years and 3.7 visits. In multivariate mixed-effects models, high education, high substantive complexity, and high complexity of work with data and people predicted faster rates of cognitive decline, controlling for age, gender, native language, dementia severity, and entry into the analyses at initial versus follow-up testing. These results provide support for the concept of cognitive reserve according to which greater reserve may postpone clinical onset of AD but also accelerate cognitive decline after the onset. (JINS, 2006, 12, 147–152.)

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Thông tin xuất bản

Journal of the International Neuropsychological Society

Tập 12 Số 1

147-152

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