O'Shea Deirdre M, Langer Kailey, Woods Adam J, Porges Eric C, Williamson John B, O'Shea Andrew, Cohen Ronald A
Center for Cognitive Aging and Memory, McKnight Brain Institute, University of Florida, Gainesville, FL, United States.
Department of Clinical and Health Psychology, University of Florida, Gainesville, FL, United States.
Front Aging Neurosci. 2018 Nov 8;10:361. doi: 10.3389/fnagi.2018.00361. eCollection 2018.
To examine whether educational attainment, as a proxy of cognitive reserve, moderated the association between hippocampal volumes and episodic verbal memory performances in healthy older adults. Data from 76 community dwelling older adults were included in the present study. Measures of hippocampal volumes (total, left, and right) were obtained using FreeSurfer software. Immediate and delayed verbal recall scores were derived from performances on the California Verbal Learning Test-Second Edition and the Wechsler Memory Scale- Third Edition. Educational attainment was defined by years of education. Linear regression analyses were performed using immediate and delayed recall as dependent variables and hippocampal volumes, years of education, and their interaction terms as independent variables. All analyses were controlled for age, sex, depression, and health status. Total and left Hippocampal volumes had a positive main effect on delayed recall only. Additionally, the interaction between total, left, and right hippocampal volumes and education was a significant predictor for delayed recall performance but not for immediate recall performance. The positive association between hippocampal volumes and delayed recall was greatest in those with more years of education. Larger hippocampal volumes were associated with better delayed verbal recall and the effect on delayed recall was greatest in those with more years of education. Having higher levels of education, or cognitive reserve, may enable individuals to capitalize on greater structural integrity in the hippocampus to support delayed recall in old age. However, longitudinal research is needed to investigate the directionality of these associations.
为了研究作为认知储备指标的教育程度是否调节了健康老年人海马体积与情景言语记忆表现之间的关联。本研究纳入了76名居住在社区的老年人的数据。使用FreeSurfer软件获得海马体积（总体积、左侧和右侧）的测量值。即时和延迟言语回忆分数来自加利福尼亚言语学习测试第二版和韦氏记忆量表第三版的表现。教育程度由受教育年限定义。以即时和延迟回忆为因变量，海马体积、受教育年限及其交互项为自变量进行线性回归分析。所有分析均对年龄、性别、抑郁和健康状况进行了控制。仅总体积和左侧海马体积对延迟回忆有正向主效应。此外，总体积、左侧和右侧海马体积与教育之间的交互作用是延迟回忆表现的显著预测因素，但不是即时回忆表现的显著预测因素。在受教育年限较长的人群中，海马体积与延迟回忆之间的正相关最为明显。较大的海马体积与更好的延迟言语回忆相关，并且对延迟回忆的影响在受教育年限较长的人群中最为显著。拥有较高的教育水平或认知储备，可能使个体能够利用海马体中更强的结构完整性来支持老年期的延迟回忆。然而，需要进行纵向研究来调查这些关联的方向性。
