晚年在大学学习可减缓认知衰退：一项长期前瞻性研究。
Studying at university in later life slows cognitive decline: A long-term prospective study.
作者信息
Bindoff Aidan D, Summers Mathew J, Hill Edward, Alty Jane, Vickers James C
机构信息
Wicking Dementia Research & Education Centre College of Health and Medicine University of Tasmania Hobart Tasmania Australia.
School of Health and Behavioural Sciences University of the Sunshine Coast Sippy Downs Queensland Australia.
出版信息
Alzheimers Dement (N Y). 2021 Sep 8;7(1):e12207. doi: 10.1002/trc2.12207. eCollection 2021.
INTRODUCTION
Declining cognition in later life is associated with loss of independence and quality of life. This decline in cognition may potentially be reduced or reversed through engaging in cognitively stimulating activities. This study examined the potential for university attendance in later life to enhance cognitive function in older adults.
METHODS
Cognitively unimpaired adults (n = 485, 69% female, median age 60 years) were given the opportunity to undertake free university study. Repeated neurocognitive assessment was performed over 7 years.
RESULTS
Participants in the university education group (n = 383) improved z = .02 SD (.01, .03) per year of the study compared to controls (= .001; averaged across a battery of cognitive tests). The largest improvements were observed on tests of language and verbal learning, memory, and episodic memory.
DISCUSSION
Later-life university study was associated with improved cognitive trajectories. Later-life education may preserve cognitive function, specifically for functions associated with communication, social interaction, and maintaining independence.
引言
晚年认知能力下降与失去独立生活能力及生活质量相关。通过参与认知刺激活动，这种认知能力的下降可能会得到缓解或逆转。本研究探讨了晚年上大学对提高老年人认知功能的可能性。
方法
认知功能未受损的成年人（n = 485，69%为女性，中位年龄60岁）有机会参加免费的大学学习。在7年时间里进行了多次神经认知评估。
结果
与对照组相比（z = 0.001；在一系列认知测试中平均），大学教育组（n = 383）的参与者在每年的研究中认知功能提高了z = 0.02标准差（0.01，0.03）。在语言、言语学习、记忆和情景记忆测试中观察到最大的改善。
讨论
晚年上大学与改善认知轨迹相关。晚年教育可能会保留认知功能，特别是与沟通、社交互动和保持独立相关的功能。
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