Dore Gregory A, Elias Merrill F, Robbins Michael A, Elias Penelope K, Brennan Suzanne L
Department of Psychology, University of Maine, Orono, Maine 04469-5742, USA.
Exp Aging Res. 2007 Jul-Sep;33(3):205-71. doi: 10.1080/03610730701319087.
The primary objective of this study was to provide contemporary normative data on aging and cognition from an ongoing community-based study. This dementia and stroke-free sample (age range = 20-79; mean = 53) consisted of 623 women and 322 men participating in the Maine-Syracuse Longitudinal Study at waves 4 to 6 (1993 to 2003). We employed a battery of 22 widely utilized cognitive tests. A 5 (age) x 3 (education) x 2 (gender) analysis of variance indicated that, in general, higher educated and younger participants exhibited better performance on cognitive tests. We found education group to be the strongest, and gender to be the weakest, predictor of cognitive performance. However, education cohort was not significantly associated with every cognitive outcome, nor was age cohort membership. The addition of cardiovascular disease health variables to a model including age, education, and gender groupings provided statistically significant, but modest, increases in prediction of performance on some tests. Results are discussed in relation to findings for previous studies presenting normative data on cognitive ability as a function of age, education, and gender.
本研究的主要目的是从一项正在进行的基于社区的研究中提供关于衰老与认知的当代规范性数据。这个无痴呆和中风的样本（年龄范围 = 20 - 79岁；平均年龄 = 53岁）由623名女性和322名男性组成，他们在第4至6轮（1993年至2003年）参与了缅因州 - 锡拉丘兹纵向研究。我们采用了一系列22种广泛使用的认知测试。一项5（年龄）×3（教育程度）×2（性别）的方差分析表明，总体而言，受教育程度较高和年龄较小的参与者在认知测试中表现更好。我们发现教育程度组是认知表现最强的预测因素，而性别是最弱的预测因素。然而，教育队列与每个认知结果并非都有显著关联，年龄队列成员身份也是如此。在一个包括年龄、教育程度和性别分组的模型中加入心血管疾病健康变量，在某些测试表现的预测上有统计学上显著但适度的提升。研究结果将结合之前关于认知能力作为年龄、教育程度和性别的函数的规范性数据的研究发现进行讨论。
