Rush Alzheimer's Disease Center, Rush University Medical Center, Chicago, IL, USA; Department of Neurological Sciences, Rush University Medical Center, Chicago, IL, USA; Department of Behavioral Sciences, Rush University Medical Center, Chicago, IL, USA.
Rush Alzheimer's Disease Center, Rush University Medical Center, Chicago, IL, USA; Department of Neurological Sciences, Rush University Medical Center, Chicago, IL, USA.
Neurobiol Aging. 2018 Jun;66:122-130. doi: 10.1016/j.neurobiolaging.2018.02.016. Epub 2018 Mar 29.
Retest learning impacts estimates of cognitive aging, but its bases are uncertain. Here, we test the hypothesis that dementia-related neurodegeneration impairs retest learning. Older persons without cognitive impairment at enrollment (n = 567) had annual cognitive testing for a mean of 11 years, died, and had a neuropathologic examination to quantify 5 neurodegenerative pathologies. Change point models were used to divide cognitive trajectories into an early retest sensitive component and a later component less sensitive to retest. Performance on a global cognitive measure (baseline mean = 0.227, standard deviation = 0.382) increased an estimated mean of 0.142-unit per year for a mean of 1.5 years and declined an estimated mean of 0.123-unit per year thereafter. No pathologic marker was related to cognitive change before the change point; each was related to cognitive decline after the change point. Results were comparable in analyses that used specific cognitive outcomes, included 220 individuals with mild cognitive impairment at enrollment, or allowed a longer retest learning period. The findings suggest that neurodegeneration does not impact cognitive retest learning.
再测试学习会影响认知老化的估计，但它的基础尚不确定。在这里，我们检验了这样一个假设，即与痴呆相关的神经退行性变会损害再测试学习。在入组时没有认知障碍的老年人（n=567）每年进行一次认知测试，平均持续 11 年，死亡后进行神经病理学检查以定量 5 种神经退行性病变。变化点模型用于将认知轨迹分为早期再测试敏感成分和后期对再测试不太敏感的成分。一项全球认知测试的表现（基线平均值为 0.227，标准差为 0.382）在平均 1.5 年的时间内每年平均提高 0.142 个单位，此后每年平均下降 0.123 个单位。在变化点之前，没有病理标志物与认知变化相关；每个标志物都与变化点后的认知下降相关。在使用特定认知结果的分析中、在包括 220 名在入组时患有轻度认知障碍的个体的分析中，或者在允许更长的再测试学习期间的分析中，结果都是可比的。这些发现表明，神经退行性变不会影响认知再测试学习。
