学历完成情况与最不可能或最有可能获得学士学位的人在晚年的认知能力更好相关吗？
Is College Completion Associated with Better Cognition in Later Life for People Who Are the Least, or Most, Likely to Obtain a Bachelor's Degree?
机构信息
School of Social Work and Institute for Health, Health Care Policy, and Aging Research, Rutgers, The State University of New Jersey, New Brunswick.
Boston College, Chestnut Hill, MA.
出版信息
J Gerontol B Psychol Sci Soc Sci. 2020 Jun 2;75(6):1286-1291. doi: 10.1093/geronb/gbz132.
OBJECTIVES
Drawing on insights from theorizing on cumulative dis/advantage (CDA), we aimed to advance understanding of educational attainment as a protective factor for later-life cognition by examining whether associations between obtaining a bachelor's degree and later-life cognition differ according to individuals' likelihood of completing college based on characteristics in adolescence.
METHODS
We conducted a propensity score analysis with data from the Wisconsin Longitudinal Study (WLS). Measures to predict college completion were assessed prospectively in adolescence, and a global measure of later-life cognition was based on cognitive assessments at age 65.
RESULTS
College completion by age 25 (vs high school only) was associated with better later-life cognition for both men and women. Among men specifically, associations were stronger for those who were less likely as adolescents to complete college.
DISCUSSION
Results indicate the utility of a CDA perspective for investigating the implications of interconnected early life risk and protective factors for later-life cognition, as well as ways in which college education can both contribute to, as well as mitigate, processes of CDA.
目的
借鉴关于累积劣势/优势理论（CDA）的观点，我们旨在通过检验获得学士学位与晚年认知之间的关联是否因个体在青春期的特征而有所不同，从而深入了解教育程度作为晚年认知的保护因素。
方法
我们使用威斯康星纵向研究（WLS）的数据进行倾向评分分析。在青春期前瞻性评估预测大学毕业的指标，晚年认知的综合指标则基于 65 岁时的认知评估。
结果
与仅高中毕业的人相比，25 岁时（而非高中）完成大学学业的人在晚年认知方面表现更好。具体来说，对于青少年时期不太可能完成大学学业的男性，其相关性更强。
讨论
结果表明，CDA 视角对于研究相互关联的早期生活风险和保护因素对晚年认知的影响，以及大学教育如何既能促进又能减轻 CDA 过程的方式具有实用价值。
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