学校教育在从中年到老年队列认知能力随时间变化中的作用。
The role of school education in time-dependent changes of cognitive abilities in cohorts from midlife to old age.
作者信息
Geyer Siegfried, Kuhlmann Beatrice G, Beller Johannes, Grasshoff Julia
机构信息
Medical Sociology Unit, Hannover Medical School, Hannover, Germany.
Chair of Cognitive Psychology and Cognitive Aging, School of Social Sciences, University of Mannheim, Mannheim, Germany.
出版信息
Aging Ment Health. 2023 Apr;27(4):729-735. doi: 10.1080/13607863.2022.2068132. Epub 2022 Apr 29.
OBJECTIVES
It is examined whether older adults' cognitive ability in terms of delayed recall and verbal fluency is improving over time, whether this occurs over all educational levels and both sexes, and whether these changes are due to increasing proportions of individuals with higher education.
METHODS
Analyses are based on the German samples of the Survey on Health, Ageing and Retirement in Europe (waves 2004 and 2013).
RESULTS
Achievement levels increased over time and in all age groups. Improvements over educational levels occurred in parallel, differences between educational levels in the earlier survey were later reproduced at higher levels. Increasing proportions of individuals with higher education did not explain improvements of cognitive ability. No sex differences emerged.
CONCLUSION
Improved cognitive abilities could not be explained by upward shifts of educational levels. Improvements in higher age groups may foster improved health status and prolonged self-determined life in the older population.
目的
研究老年人在延迟回忆和言语流畅性方面的认知能力是否随时间推移而提高，这种情况是否在所有教育水平和两性中都存在，以及这些变化是否归因于受过高等教育的个体比例增加。
方法
分析基于欧洲健康、老龄化和退休调查的德国样本（2004年和2013年调查）。
结果
随着时间推移，所有年龄组的成绩水平都有所提高。教育水平的提高同时出现，早期调查中教育水平的差异后来在更高水平上再次出现。受过高等教育的个体比例增加并不能解释认知能力的提高。未出现性别差异。
结论
认知能力的提高无法用教育水平的上升来解释。较高年龄组的改善可能有助于改善老年人群的健康状况并延长自主生活时间。
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