Department of Neurology, Xuanwu Hospital of Capital Medical University, Beijing, China.
Department of Evidence-Based Medicine, Xuanwu Hospital of Capital Medical University, Beijing, China.
Curr Alzheimer Res. 2021;18(6):492-498. doi: 10.2174/1567205018666211001105425.
Education could offer a protective effect on cognition in individuals with Subjective Cognitive Decline (SCD), which is considered to be the early stage of Alzheimer's Disease (AD). However, the effect of education on cognition in SCD individuals with SCD-plus features is not clear.
The aim of the study was to explore the effect of education on cognition in SCD individuals with SCD-plus features.
A total of 234 individuals with SCD were included from the Sino Longitudinal Study on Cognitive Decline (SILCODE). Cognition was assessed across 4 domains (memory, executive, language, and general cognitive functions). Multiple linear regression models were constructed to examine the effect of education on cognitive scores in individuals without worry (n=91) and with worry (n=143). Furthermore, we assessed differences in effects between APOE ε4 noncarriers and APOE ε4 carriers in both groups.
Multiple linear regression analysis showed a positive effect of education on memory, executive, and language cognition in individuals without worry and all cognitive domains in individuals with worry. Furthermore, we found a positive effect of education on executive cognition in APOE ε4 noncarriers without worry and language and general cognition in APOE ε4 carriers without worry. Meanwhile, education had a positive effect on all cognitive domains in APOE ε4 noncarriers with worry and executive, language, and general cognition in APOE ε4 carriers with worry.
This study indicates that education has the potential to delay or reduce cognitive decline in SCD individuals with SCD-plus features.
教育可能对主观认知下降（SCD）个体的认知产生保护作用，SCD 被认为是阿尔茨海默病（AD）的早期阶段。然而，具有 SCD 附加特征的 SCD 个体的教育对认知的影响尚不清楚。
本研究旨在探讨具有 SCD 附加特征的 SCD 个体的教育对认知的影响。
本研究共纳入 234 名来自中国认知衰退纵向研究（SILCODE）的 SCD 个体。认知评估涵盖 4 个领域（记忆、执行、语言和一般认知功能）。构建多元线性回归模型，以检查无担忧个体（n=91）和有担忧个体（n=143）的教育对认知评分的影响。此外，我们还评估了在两组个体中，APOE ε4 非携带者和 APOE ε4 携带者之间的影响差异。
多元线性回归分析显示，教育对无担忧个体的记忆、执行和语言认知以及有担忧个体的所有认知领域均有积极影响。此外，我们发现，教育对无担忧的 APOE ε4 非携带者的执行认知以及无担忧的 APOE ε4 携带者的语言和一般认知有积极影响。同时，教育对无担忧的 APOE ε4 非携带者的所有认知领域以及有担忧的 APOE ε4 携带者的执行、语言和一般认知均有积极影响。
本研究表明，教育有可能延缓或减少具有 SCD 附加特征的 SCD 个体的认知下降。
