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首页> 外文期刊>The journals of gerontology.Series A. Biological sciences and medical sciences >Education differences in life expectancy with cognitive impairment.
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Education differences in life expectancy with cognitive impairment.

机译：受认知障碍的预期寿命方面的教育差异。

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BACKGROUND: Low education has an impact on life expectancy and level of cognition, but little is known on its effect on life expectancy with cognitive impairment. METHODS: The Medical Research Council Cognitive Function and Ageing Study (MRC CFAS) collected population-based longitudinal data on people aged 65 years and older including measures of education and cognitive impairment, using the Mini-Mental State Examination (MMSE), for five geographically diverse areas around England and Wales interviewed between 1991 and 2003. Transitions between health states were calculated using Markov chain methods. Life expectancy in different states of cognitive function as measured by MMSE were further explored for different education groups. The effect of fixed and educationally based cut points for cognitive impairment are investigated. RESULTS: Life expectancy spent with cognitive impairment is fairly constant with increasing age at around 1.4 years in men and 2.5 years in women, though this reflects a large increase in the proportion of life spent with cognitive impairment. The differences seen between education groups for the proportion of total life with cognitive impairment (men 13% and women 22% of life lived for low education vs men 7% and women 12% in high education group) disappear when education-adjusted cut points are used (10% in men and 17% in women at age 65 for all education groups). CONCLUSIONS: The results show that there is a substantial amount of life expectancy with cognitive impairment in both men and women. The impairment burden is just as great for those with high education as the lowest educated group.
机译：背景：低学历会对预期寿命和认知水平产生影响，但对认知障碍对预期寿命的影响知之甚少。方法：医学研究理事会的认知功能和衰老研究（MRC CFAS）使用最小精神状态考试（MMSE）收集了基于人口的65岁及65岁以上人口的纵向数据，包括教育和认知障碍的测量数据1991年至2003年期间，对英格兰和威尔士各地的不同地区进行了采访。使用马尔可夫链方法计算了健康状态之间的转换。对于不同的教育群体，通过MMSE评估了在不同认知功能状态下的预期寿命。研究了固定的和基于教育的切入点对认知障碍的影响。结果：随着年龄的增长，男性的预期寿命相当稳定，男性约1.4岁，女性约2.5岁，尽管这反映出认知障碍的寿命比例大大增加。当教育调整后的切入点达到一定水平时，教育组之间在认知障碍总生命中所占比例的差异（男性为13％，女性为22％的人为低学历，男性为7％，女性12％，为高教）。在所有年龄段的65岁年龄组中，男性的使用率为10％，女性为17％）。结论：结果表明，男女均存在大量预期寿命和认知障碍。受过高等教育的人和受教育程度最低的人一样，损害负担也一样大。

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