Rush Alzheimer's Disease Center, Rush University Medical Center, Chicago, Illinois.
Department of Psychiatry and Behavioral Sciences, Rush University Medical Center, Chicago, Illinois.
J Gerontol B Psychol Sci Soc Sci. 2020 Aug 13;75(7):e81-e92. doi: 10.1093/geronb/gbz031.
Investigate associations of early-life residence and school segregation with cognitive change in the Minority Aging Research Study.
Four hundred ninety-eight blacks (age ~ 73.5; 75% = women) without dementia at baseline self-reported State of birth, residence at age 12, and school segregation status. Census Bureau definitions of South and Northeast/Midwest were used to categorize early-life residence. We evaluated global cognition and five cognitive domains at baseline and annually for ~7.5 years. Linear mixed effects models examined the associations of region of birth and residence at age 12 with baseline level and longitudinal change in cognition. Additional models examined school segregation experience.
~65% of Southern-born participants still lived in the South at age 12. Southern birth was associated with lower baseline global cognition and all cognitive domains (p-values ≤ .02) compared to Northern birth, but not cognitive change. A similar profile was seen for Southern residence at age 12. Segregation experience significantly modified associations of residence at age 12 on levels of cognition. Participants residing in the South attending a legally desegregated school demonstrated lower baseline levels of cognition (global, semantic, and working memory) than their Northeast/Midwest counterparts attending a legally desegregated or segregated school as well as their Southern counterparts attending a legally segregated school. This profile for participants attending a desegregated school in the South held for processing speed and visuospatial ability in comparisons to Northeast/Midwest counterparts, particularly those attending a legally desegregated school.
Baseline cognition was poorer in individuals born and residing in the South, particularly those attending desegregated schools at age 12.
调查童年居住地和学校隔离与少数族裔老龄化研究中认知变化的关联。
498 名黑人（年龄约为 73.5 岁；75%为女性）在基线时自我报告出生州、12 岁时的居住地和学校隔离状况。采用人口普查局对南部和东北部/中西部的定义对早期居住地进行分类。我们在基线和每年约 7.5 年的时间里评估了总体认知和五个认知领域。线性混合效应模型考察了出生地和 12 岁时居住地与认知基线水平和纵向变化的关联。额外的模型考察了学校隔离经历。
约 65%的南部出生的参与者在 12 岁时仍居住在南部。与北部出生相比，南部出生与较低的认知基线水平和所有认知领域相关（p 值均 ≤.02），但与认知变化无关。12 岁时居住在南部也存在类似的情况。隔离经历显著改变了 12 岁时居住地对认知水平的关联。居住在南部且就读于合法隔离学校的参与者的认知基线水平较低（整体、语义和工作记忆），低于就读于合法隔离或未隔离学校的东北部/中西部参与者，也低于就读于合法隔离学校的南部参与者。在与东北部/中西部参与者的比较中，这种就读于南部合法隔离学校的参与者的模式在处理速度和视空间能力方面也是如此，尤其是那些就读于合法隔离学校的参与者。
出生和居住在南部的个体的认知基线较差，尤其是那些在 12 岁时就读于隔离学校的个体。
