Education differentially contributes to cognitive reserve across racial/ethnic groups

Justina F. Avila; Miguel Arce Rentería; Richard N. Jones; Jet M.J. Vonk; Indira Turney; Ketlyne Sol; Dominika Seblova; Franchesca Arias; Tanisha Hill-Jarrett; Shellie Anne Levy; Oanh Meyer; Annie M. Racine; Sarah E. Tom; Rebecca J. Melrose; Kacie Deters; Luis D. Medina; Carmen I. Carrión; Mirella Díaz-Santos; De Annah R. Byrd; Anthony Chesebro; Juliet Colon; Kay C. Igwe; Benjamin Maas; Adam M. Brickman; Nicole Schupf; Richard Mayeux; Jennifer J. Manly

doi:10.1002/alz.12176

Education differentially contributes to cognitive reserve across racial/ethnic groups

Justina F. Avila, Miguel Arce Rentería, Richard N. Jones, Jet M.J. Vonk, Indira Turney, Ketlyne Sol, Dominika Seblova, Franchesca Arias, Tanisha Hill-Jarrett, Shellie Anne Levy, Oanh Meyer, Annie M. Racine, Sarah E. Tom, Rebecca J. Melrose, Kacie Deters, Luis D. Medina, Carmen I. Carrión, Mirella Díaz-Santos, De Annah R. Byrd, Anthony ChesebroJuliet Colon, Kay C. Igwe, Benjamin Maas, Adam M. Brickman, Nicole Schupf, Richard Mayeux, Jennifer J. Manly

Research output: Contribution to journal › Article › peer-review

60 Scopus citations

Abstract

Introduction: We examined whether educational attainment differentially contributes to cognitive reserve (CR) across race/ethnicity. Methods: A total of 1553 non-Hispanic Whites (Whites), non-Hispanic Blacks (Blacks), and Hispanics in the Washington Heights-Inwood Columbia Aging Project (WHICAP) completed structural magnetic resonance imaging. Mixture growth curve modeling was used to examine whether the effect of brain integrity indicators (hippocampal volume, cortical thickness, and white matter hyperintensity [WMH] volumes) on memory and language trajectories was modified by education across racial/ethnic groups. Results: Higher educational attainment attenuated the negative impact of WMH burden on memory (β = −0.03; 99% CI: −0.071, −0.002) and language decline (β = −0.024; 99% CI:− 0.044, −0.004), as well as the impact of cortical thinning on level of language performance for Whites, but not for Blacks or Hispanics. Discussion: Educational attainment does not contribute to CR similarly across racial/ethnic groups.

Original language	English (US)
Pages (from-to)	70-80
Number of pages	11
Journal	Alzheimer's and Dementia
Volume	17
Issue number	1
DOIs	https://doi.org/10.1002/alz.12176
State	Published - Jan 2021
Externally published	Yes

Keywords

cognitive aging
cognitive reserve
education
racial/ethnic differences

ASJC Scopus subject areas

Clinical Neurology
Geriatrics and Gerontology
Psychiatry and Mental health
Cellular and Molecular Neuroscience
Health Policy
Developmental Neuroscience
Epidemiology

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10.1002/alz.12176

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Avila, J. F., Rentería, M. A., Jones, R. N., Vonk, J. M. J., Turney, I., Sol, K., Seblova, D., Arias, F., Hill-Jarrett, T., Levy, S. A., Meyer, O., Racine, A. M., Tom, S. E., Melrose, R. J., Deters, K., Medina, L. D., Carrión, C. I., Díaz-Santos, M., Byrd, D. A. R., ... Manly, J. J. (2021). Education differentially contributes to cognitive reserve across racial/ethnic groups. Alzheimer's and Dementia, 17(1), 70-80. https://doi.org/10.1002/alz.12176

Avila, JF, Rentería, MA, Jones, RN, Vonk, JMJ, Turney, I, Sol, K, Seblova, D, Arias, F, Hill-Jarrett, T, Levy, SA, Meyer, O, Racine, AM, Tom, SE, Melrose, RJ, Deters, K, Medina, LD, Carrión, CI, Díaz-Santos, M, Byrd, DAR, Chesebro, A, Colon, J, Igwe, KC, Maas, B, Brickman, AM, Schupf, N, Mayeux, R & Manly, JJ 2021, 'Education differentially contributes to cognitive reserve across racial/ethnic groups', Alzheimer's and Dementia, vol. 17, no. 1, pp. 70-80. https://doi.org/10.1002/alz.12176

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title = "Education differentially contributes to cognitive reserve across racial/ethnic groups",

abstract = "Introduction: We examined whether educational attainment differentially contributes to cognitive reserve (CR) across race/ethnicity. Methods: A total of 1553 non-Hispanic Whites (Whites), non-Hispanic Blacks (Blacks), and Hispanics in the Washington Heights-Inwood Columbia Aging Project (WHICAP) completed structural magnetic resonance imaging. Mixture growth curve modeling was used to examine whether the effect of brain integrity indicators (hippocampal volume, cortical thickness, and white matter hyperintensity [WMH] volumes) on memory and language trajectories was modified by education across racial/ethnic groups. Results: Higher educational attainment attenuated the negative impact of WMH burden on memory (β = −0.03; 99% CI: −0.071, −0.002) and language decline (β = −0.024; 99% CI:− 0.044, −0.004), as well as the impact of cortical thinning on level of language performance for Whites, but not for Blacks or Hispanics. Discussion: Educational attainment does not contribute to CR similarly across racial/ethnic groups.",

keywords = "cognitive aging, cognitive reserve, education, racial/ethnic differences",

author = "Avila, {Justina F.} and Renter{\'i}a, {Miguel Arce} and Jones, {Richard N.} and Vonk, {Jet M.J.} and Indira Turney and Ketlyne Sol and Dominika Seblova and Franchesca Arias and Tanisha Hill-Jarrett and Levy, {Shellie Anne} and Oanh Meyer and Racine, {Annie M.} and Tom, {Sarah E.} and Melrose, {Rebecca J.} and Kacie Deters and Medina, {Luis D.} and Carri{\'o}n, {Carmen I.} and Mirella D{\'i}az-Santos and Byrd, {De Annah R.} and Anthony Chesebro and Juliet Colon and Igwe, {Kay C.} and Benjamin Maas and Brickman, {Adam M.} and Nicole Schupf and Richard Mayeux and Manly, {Jennifer J.}",

note = "Publisher Copyright: {\textcopyright} 2020 the Alzheimer's Association",

year = "2021",

month = jan,

doi = "10.1002/alz.12176",

language = "English (US)",

volume = "17",

pages = "70--80",

journal = "Alzheimer's and Dementia",

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T1 - Education differentially contributes to cognitive reserve across racial/ethnic groups

AU - Avila, Justina F.

AU - Rentería, Miguel Arce

AU - Jones, Richard N.

AU - Vonk, Jet M.J.

AU - Turney, Indira

AU - Sol, Ketlyne

AU - Seblova, Dominika

AU - Arias, Franchesca

AU - Hill-Jarrett, Tanisha

AU - Levy, Shellie Anne

AU - Meyer, Oanh

AU - Racine, Annie M.

AU - Tom, Sarah E.

AU - Melrose, Rebecca J.

AU - Deters, Kacie

AU - Medina, Luis D.

AU - Carrión, Carmen I.

AU - Díaz-Santos, Mirella

AU - Byrd, De Annah R.

AU - Chesebro, Anthony

AU - Colon, Juliet

AU - Igwe, Kay C.

AU - Maas, Benjamin

AU - Brickman, Adam M.

AU - Schupf, Nicole

AU - Mayeux, Richard

AU - Manly, Jennifer J.

PY - 2021/1

Y1 - 2021/1

N2 - Introduction: We examined whether educational attainment differentially contributes to cognitive reserve (CR) across race/ethnicity. Methods: A total of 1553 non-Hispanic Whites (Whites), non-Hispanic Blacks (Blacks), and Hispanics in the Washington Heights-Inwood Columbia Aging Project (WHICAP) completed structural magnetic resonance imaging. Mixture growth curve modeling was used to examine whether the effect of brain integrity indicators (hippocampal volume, cortical thickness, and white matter hyperintensity [WMH] volumes) on memory and language trajectories was modified by education across racial/ethnic groups. Results: Higher educational attainment attenuated the negative impact of WMH burden on memory (β = −0.03; 99% CI: −0.071, −0.002) and language decline (β = −0.024; 99% CI:− 0.044, −0.004), as well as the impact of cortical thinning on level of language performance for Whites, but not for Blacks or Hispanics. Discussion: Educational attainment does not contribute to CR similarly across racial/ethnic groups.

AB - Introduction: We examined whether educational attainment differentially contributes to cognitive reserve (CR) across race/ethnicity. Methods: A total of 1553 non-Hispanic Whites (Whites), non-Hispanic Blacks (Blacks), and Hispanics in the Washington Heights-Inwood Columbia Aging Project (WHICAP) completed structural magnetic resonance imaging. Mixture growth curve modeling was used to examine whether the effect of brain integrity indicators (hippocampal volume, cortical thickness, and white matter hyperintensity [WMH] volumes) on memory and language trajectories was modified by education across racial/ethnic groups. Results: Higher educational attainment attenuated the negative impact of WMH burden on memory (β = −0.03; 99% CI: −0.071, −0.002) and language decline (β = −0.024; 99% CI:− 0.044, −0.004), as well as the impact of cortical thinning on level of language performance for Whites, but not for Blacks or Hispanics. Discussion: Educational attainment does not contribute to CR similarly across racial/ethnic groups.

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KW - racial/ethnic differences

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Education differentially contributes to cognitive reserve across racial/ethnic groups

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