• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文期刊>The American journal of geriatric psychiatry: official journal of the American Association for Geriatric Psychiatry >A Life-Course Study of Cognitive Reserve in Dementia-From Childhood to Old Age
【24h】

A Life-Course Study of Cognitive Reserve in Dementia-From Childhood to Old Age

机译：老年痴呆症认知储备的终生研究（从儿童到老年）

获取原文
获取原文并翻译 | 示例
           
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

Objective: To test a life-course model of cognitive reserve in dementia and examine if school grades around age 10 years, formal educational attainment, and lifetime occupational complexity affect the risk of dementia in old age. Methods: 7,574 men and women from the Uppsala Birth Cohort Multigenerational Study were followed for 21 years. Information on school performance, formal education, and occupational attainment was collected prospectively from elementary school archives and population censuses. Dementia diagnosis was extracted from the two Swedish registers. Discrete-time Cox proportional hazard models were estimated. Results: Dementia was diagnosed in 950 individuals (12.5%). Dementia risk was lower among individuals with higher childhood school grades (hazard ratio [HR]: 0.79; 95% confidence interval [CI]: 0.68 to 0.93) and was lower among individuals in data-complex occupations (HR: 0.77; 95% CI: 0.64 to 0.92). Professional/university education predicted lower risk of dementia in minimally adjusted models (HR: 0.74; 95% CI: 0.60 to 0.91), although the effect faded with adjustment for occupational complexity. Lowest risk was found in the group with both higher childhood school performance and high occupational complexity with data (HR: 0.61; 95% CI: 0.50 to 0.75). Importantly, high occupational complexity could not compensate for the effect of low childhood grades. In contrast, dementia risk was reduced in those with higher school grades, irrespective of occupational complexity. Conclusion: Higher childhood school performance is protective of dementia risk, particularly when preserved through complex work environments in adulthood, although it will remain protective even in the absence of later-life educational or occupational stimulation.
机译：目的：测试痴呆症认知储备的生命过程模型，并检查10岁左右的学校成绩，正规教育程度以及终生职业复杂性是否会影响老年痴呆症的风险。方法：对来自乌普萨拉出生队列多代研究的7,574名男性和女性进行了21年的随访。前瞻性地从小学档案和人口普查中收集了有关学校成绩，正规教育和职业素养的信息。痴呆症的诊断是从两个瑞典登记簿中提取的。估计了离散时间Cox比例风险模型。结果：950人中诊断出痴呆症（12.5％）。在高中阶段儿童中，痴呆风险较低（危险比[HR]：0.79; 95％置信区间[CI]：0.68至0.93），在数据复杂行业中个体的痴呆风险较低（HR：0.77; 95％CI ：0.64至0.92）。专业/大学教育预计，在进行最小程度调整的模型中，痴呆的风险会降低（HR：0.74; 95％CI：0.60至0.91），尽管随着职业复杂性的调整，这种影响逐渐减弱。在儿童学业成绩较高和职业复杂性较高的人群中，发现的风险最低（HR：0.61; 95％CI：0.50至0.75）。重要的是，较高的职业复杂性无法弥补儿童期低年级带来的影响。相反，学历较高的人，无论职业复杂程度如何，痴呆风险都降低了。结论：较高的儿童学业成绩可以预防痴呆症的风险，特别是在成年期通过复杂的工作环境保存时，尽管即使在没有以后的教育或职业刺激的情况下，它仍然可以起到保护作用。

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号