David D. Ward, Wicking Dementia Research and Education Centre, Private Bag 143, Hobart, Tasmania 7001, Australia.
J Prev Alzheimers Dis. 2020;7(1):37-42. doi: 10.14283/jpad.2019.40.
In 358 participants of the Tasmanian Healthy Brain Project, we quantified the cognitive consequences of engaging in varying loads of university-level education in later life, and investigated whether or not BDNF Val66Met affected outcomes. Assessment of neuropsychological, health, and psychosocial function was undertaken at baseline, 12-month, and 24-month follow-up. Education load was positively associated with change in language processing performance, but this effect did not reach statistical significance (P = 0.064). The BDNF Val66Met polymorphism significantly moderated the extent to which education load was associated with improved language processing (P = 0.026), with education load having a significant positive relationship with cognitive change in BDNF Met carriers but not in BDNF Val homozygotes. In older adults who carry BDNF Met, engaging in university-level education improves language processing performance in a load-dependent manner.
在塔斯马尼亚健康大脑项目的 358 名参与者中，我们量化了从事不同负荷的大学后教育对认知的影响，并研究了 BDNF Val66Met 是否会影响结果。在基线、12 个月和 24 个月的随访中，对神经心理学、健康和社会心理功能进行了评估。教育负荷与语言处理表现的变化呈正相关，但这种效应没有达到统计学意义（P = 0.064）。BDNF Val66Met 多态性显著调节了教育负荷与语言处理改善之间的关系（P = 0.026），教育负荷与 BDNF Met 携带者的认知变化呈显著正相关，但与 BDNF Val 纯合子无关。在携带 BDNF Met 的老年人中，以负荷依赖的方式进行大学后教育可以提高语言处理能力。
