Timing and level of educational attainment and late-life cognition in the KHANDLE study.

ABSTRACT:

Introduction

The timing of educational attainment may modify its effects on late-life cognition, yet most studies evaluate education only at a single time point.

Methods

Kaiser Healthy Aging and Diverse Life Experiences (KHANDLE) Study cohort participants (N = 554) reported educational attainment (dichotomized at any college education) at two time points, and we classified them as having low, high, or later-life high educational attainment. Linear mixed-effects models estimated associations between educational attainment change groups and domain-specific cognitive outcomes (z-standardized).

Results

Compared to low educational attainment, high (β= 0.59 SD units; 95% confidence interval [CI]: 0.39, 0.79) and later-life high educational attainment (β = 0.22; 95% CI: 0.00

SUBMITTER: Soh Y 

PROVIDER: S-EPMC10842991 | biostudies-literature | 2024 Jan

REPOSITORIES: biostudies-literature