Angela L. Jefferson|Laura E. Gibbons|Dorene M. Rentz|Janessa O. Carvalho|Jennifer J. Manly|David A. Bennett|Richard N. Jones
A Life Course Model of Cognitive Activities, Socioeconomic Status, Education, Reading Ability, and Cognition
Boston University|Alzheimer’s Disease Neuroimaging Initiative|University of Washington|Brigham and Women's Hospital|Harvard University|Massachusetts General Hospital|University of Massachusetts Amherst|Columbia University|Rush University Medical Center|Harvard University
objectives crosssectionally quantify contribution proxy measures cognitive reserve reflective lifespan education socioeconomic status ses reading ability cognitive activities explaining latelife cognition design prospective observational cohort study aging setting retirement communities across chicago metropolitan area participants nine hundred fiftyone older adults free clinical dementia rush memory aging project aged 798 74 female measurements baseline data multiple life course factors included early mid latelife participation cognitive activities earlylife adult ses education reading ability national adult reading test nart path analysis quantified direct indirect standardized effects life course factors global cognition five cognitive domains episodic memory semantic memory working memory visuospatial ability perceptual speed results adjusting age sex race education strongest association global cognition episodic memory semantic memory visuospatial ability whereas nart followed education strongest association working memory latelife cognitive activities strongest association perceptual speed followed education conclusions crosssectional findings suggest education reading ability mostrobust proxy measures cognitive reserve relation latelife cognition additional research leveraging path analysis warranted better understand life course factors reflecting latent construct cognitive reserve affect abnormal cognitive aging