University of California San Francisco, School of Medicine, Department of Epidemiology and Biostatistics, 3333 California Street, Suite 280, San Francisco, CA 94118, USA.
J Aging Health. 2011 Oct;23(7):1027-49. doi: 10.1177/0898264311421524.
To examine the associations between life-course education and late-life cognitive function along with the modifying role of migration history.
The combined sample includes 1,789 participants from the Sacramento Area Latino Study on Aging and 5,253 participants from the Mexican Health and Aging Study. Aged 60+ at baseline, participants were classified as Mexican residents, Mexicans-return migrants, Mexicans-immigrants to the United States, and Mexicans-U.S. born. Cognitive function was measured using standardized z scores of a short-term verbal recall test. Multivariate linear regression analysis was conducted.
Participants' z scores were higher among those whose mother had more than elementary education (β = 0.28, p < .05). Participant's education mediated this association. For 5-year difference in education, the cognitive z score increased by 0.3 points for a U.S. born. Results were similar with father's education.
Adult educational attainment mediates the effect of childhood socioeconomic status on late-life cognition. Migration plays a role in shaping cognitive aging.
探讨人生历程教育与晚年认知功能的关系，并分析迁移史的调节作用。
本研究的综合样本包括来自萨克拉门托拉丁裔老龄化研究和墨西哥健康与老龄化研究的 1789 名和 5253 名参与者。这些参与者在基线时年龄在 60 岁以上，分为墨西哥居民、墨西哥回返移民、墨西哥移民到美国和墨西哥在美国出生的人群。认知功能通过短期言语回忆测试的标准化 z 分数进行测量。采用多元线性回归分析。
母亲受教育程度高于小学的参与者的 z 分数更高（β=0.28，p<.05）。参与者的教育程度中介了这种关联。对于教育年限相差 5 年的情况，在美国出生的人的认知 z 分数增加了 0.3 分。父亲的教育程度也有类似的结果。
成人教育程度中介了童年社会经济地位对晚年认知的影响。迁移在塑造认知衰老方面起着作用。
