Kang Suh-Jung
Sports and Healthcare Major, College of Culture and Arts, Sangmyung University, Seoul, Korea.
J Exerc Rehabil. 2024 Dec 26;20(6):235-239. doi: 10.12965/jer.2448644.322. eCollection 2024 Dec.
Although educational attainment and physical activity tend to determine cognitive function among older adults, studies have shown inconsistent results. This study aimed to examine how physical activity and educational attainment relate to the cognitive function of older adults. Educational attainment was determined based on the total number of years of education received from formal educational institutions. All participants were classified as active or sedentary according to the Stanford Brief Activity Survey. Thereon, the participants were divided into four groups based on educational attainment and physical activity levels: the low education-sedentary (LESG; n=29, 74.06±5.39 years), low education-active (LEAG; n=34, 73.97±4.74 years), high education-sedentary (HESG; n=26, 74.34±5.17 years), and high education-active groups (HEAG; n=26, 74.11±4.53 years). Four domains of cognitive function were assessed using the Seoul Neuropsychological Screening Battery: attention, visuospatial function, memory, and frontal/executive function. Linear regression analyses were performed to investigate differences in cognitive function between the four groups, setting the low education-sedentary group as the reference. Among the domain of cognitive function, attention differed significantly in the LESG from that in the HESG and HEAG. Educational attainment and physical activity levels influence cognitive function. A greater number of early-life educational experiences and regular physical activity in old age enhanced the cognitive function of older adults.
虽然受教育程度和身体活动往往决定老年人的认知功能，但研究结果并不一致。本研究旨在探讨身体活动和受教育程度与老年人认知功能之间的关系。受教育程度根据从正规教育机构获得的教育总年限来确定。根据斯坦福简易活动调查，所有参与者被分为活跃组或久坐组。在此基础上，根据受教育程度和身体活动水平将参与者分为四组：低教育久坐组（LESG；n = 29，74.06±5.39岁）、低教育活跃组（LEAG；n = 34，73.97±4.74岁）、高教育久坐组（HESG；n = 26，74.34±5.17岁）和高教育活跃组（HEAG；n = 26，74.11±4.53岁）。使用首尔神经心理筛查量表评估认知功能的四个领域：注意力、视觉空间功能、记忆力和额叶/执行功能。进行线性回归分析以研究四组之间认知功能的差异，将低教育久坐组作为参照。在认知功能领域中，LESG组的注意力与HESG组和HEAG组存在显著差异。受教育程度和身体活动水平会影响认知功能。更多的早年教育经历和老年期的规律身体活动可增强老年人的认知功能。
