PDF(Pubmed)
Abstract：
UNASSIGNED: Education, occupation, and cognitive activity are key indicators of cognitive reserve and are thought to influence cognitive impairment. However, the individual and combined impacts of these factors are not fully understood. This study aims to investigate the roles of education and occupation in cognitive impairment while controlling for brain reserve and cognitive activity.
UNASSIGNED: This cross-sectional study involved 369 participants aged 50 years or older from urban outpatient clinics in Jilin Province, China. Cognitive impairment was assessed using neuropsychological scales and brain imaging. Cognitive activity was evaluated with the Cognitive Reserve Scale (CRS). Covariance analysis and logistic regression models were used to analyze the associations, adjusting for age, sex, education, and occupation.
UNASSIGNED: Higher education was significantly associated with a lower risk of cognitive impairment (p < 0.001), regardless of occupation. In contrast, occupational complexity and cognitive activity did not show a significant relationship with cognitive impairment (p > 0.05).
UNASSIGNED: Education, rather than occupation or cognitive activities, is a significant predictor of cognitive impairment, highlighting the importance of educational attainment in cognitive health.
UNASSIGNED: This cross-sectional study involved 369 participants aged 50 years or older from urban outpatient clinics in Jilin Province, China. Cognitive impairment was assessed using neuropsychological scales and brain imaging. Cognitive activity was evaluated with the Cognitive Reserve Scale (CRS). Covariance analysis and logistic regression models were used to analyze the associations, adjusting for age, sex, education, and occupation.
UNASSIGNED: Higher education was significantly associated with a lower risk of cognitive impairment (p < 0.001), regardless of occupation. In contrast, occupational complexity and cognitive activity did not show a significant relationship with cognitive impairment (p > 0.05).
UNASSIGNED: Education, rather than occupation or cognitive activities, is a significant predictor of cognitive impairment, highlighting the importance of educational attainment in cognitive health.
摘要：
■教育，职业,和认知活动是认知储备的关键指标，被认为会影响认知障碍。然而,这些因素的个体和综合影响尚未完全理解。本研究旨在探讨在控制大脑储备和认知活动的同时，教育和职业在认知障碍中的作用。
■这项横断面研究涉及369名来自吉林省城市门诊的50岁或以上的参与者，中国。使用神经心理学量表和脑影像学评估认知障碍。使用认知储备量表(CRS)评价认知活动。采用协方差分析和logistic回归模型进行关联分析。调整年龄，性别,教育,和职业。
■高等教育与较低的认知障碍风险显着相关（p<0.001），不管职业。相比之下,职业复杂性和认知活动与认知障碍无显著关系(p>0.05)。
■教育，而不是职业或认知活动，是认知障碍的重要预测因子，强调教育程度在认知健康中的重要性。
■这项横断面研究涉及369名来自吉林省城市门诊的50岁或以上的参与者，中国。使用神经心理学量表和脑影像学评估认知障碍。使用认知储备量表(CRS)评价认知活动。采用协方差分析和logistic回归模型进行关联分析。调整年龄，性别,教育,和职业。
■高等教育与较低的认知障碍风险显着相关（p<0.001），不管职业。相比之下,职业复杂性和认知活动与认知障碍无显著关系(p>0.05)。
■教育，而不是职业或认知活动，是认知障碍的重要预测因子，强调教育程度在认知健康中的重要性。
