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Education differentially contributes to cognitive reserve across racial/ethnic groups
dc.contributor.authorAvila, Justina F.
dc.contributor.authorRentería, Miguel Arce
dc.contributor.authorJones, Richard N.
dc.contributor.authorVonk, Jet M. J.
dc.contributor.authorTurney, Indira
dc.contributor.authorSol, Ketlyne
dc.contributor.authorSeblova, Dominika
dc.contributor.authorArias, Franchesca
dc.contributor.authorHill‐jarrett, Tanisha
dc.contributor.authorLevy, Shellie‐anne
dc.contributor.authorMeyer, Oanh
dc.contributor.authorRacine, Annie M.
dc.contributor.authorTom, Sarah E.
dc.contributor.authorMelrose, Rebecca J.
dc.contributor.authorDeters, Kacie
dc.contributor.authorMedina, Luis D.
dc.contributor.authorCarrión, Carmen I.
dc.contributor.authorDíaz‐santos, Mirella
dc.contributor.authorByrd, DeAnnah R.
dc.contributor.authorChesebro, Anthony
dc.contributor.authorColon, Juliet
dc.contributor.authorIgwe, Kay C.
dc.contributor.authorMaas, Benjamin
dc.contributor.authorBrickman, Adam M.
dc.contributor.authorSchupf, Nicole
dc.contributor.authorMayeux, Richard
dc.contributor.authorManly, Jennifer J.
dc.date.accessioned2021-02-04T21:51:45Z
dc.date.available2022-02-04 16:51:43en
dc.date.available2021-02-04T21:51:45Z
dc.date.issued2021-01
dc.identifier.citationAvila, Justina F.; Rentería, Miguel Arce ; Jones, Richard N.; Vonk, Jet M. J.; Turney, Indira; Sol, Ketlyne; Seblova, Dominika; Arias, Franchesca; Hill‐jarrett, Tanisha ; Levy, Shellie‐anne ; Meyer, Oanh; Racine, Annie M.; Tom, Sarah E.; Melrose, Rebecca J.; Deters, Kacie; Medina, Luis D.; Carrión, Carmen I. ; Díaz‐santos, Mirella ; Byrd, DeAnnah R.; Chesebro, Anthony; Colon, Juliet; Igwe, Kay C.; Maas, Benjamin; Brickman, Adam M.; Schupf, Nicole; Mayeux, Richard; Manly, Jennifer J. (2021). "Education differentially contributes to cognitive reserve across racial/ethnic groups." Alzheimer’s & Dementia 17(1): 70-80.
dc.identifier.issn1552-5260
dc.identifier.issn1552-5279
dc.identifier.urihttps://hdl.handle.net/2027.42/166224
dc.description.abstractIntroductionWe examined whether educational attainment differentially contributes to cognitive reserve (CR) across race/ethnicity.MethodsA 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.ResultsHigher 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.DiscussionEducational attainment does not contribute to CR similarly across racial/ethnic groups.
dc.publisherWiley Periodicals, Inc.
dc.publisherMinnesota Population Center
dc.subject.othereducation
dc.subject.otherracial/ethnic differences
dc.subject.othercognitive aging
dc.subject.othercognitive reserve
dc.titleEducation differentially contributes to cognitive reserve across racial/ethnic groups
dc.typeArticle
dc.rights.robotsIndexNoFollow
dc.subject.hlbsecondlevelNeurology and Neurosciences
dc.subject.hlbtoplevelHealth Sciences
dc.description.peerreviewedPeer Reviewed
dc.description.bitstreamurlhttp://deepblue.lib.umich.edu/bitstream/2027.42/166224/1/alz12176.pdf
dc.description.bitstreamurlhttp://deepblue.lib.umich.edu/bitstream/2027.42/166224/2/alz12176_am.pdf
dc.description.bitstreamurlhttp://deepblue.lib.umich.edu/bitstream/2027.42/166224/3/alz12176-sup-0001-figureS1.pdf
dc.identifier.doi10.1002/alz.12176
dc.identifier.doihttps://dx.doi.org/10.7302/147
dc.identifier.sourceAlzheimer’s & Dementia
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dc.working.doi10.7302/147en
dc.owningcollnameInterdisciplinary and Peer-Reviewed


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