Fjell Anders M, Rogeberg Ole, Sørensen Øystein, Amlien Inge K, Bartrés-Faz David, Brandmaier Andreas M, Cattaneo Gabriele, Düzel Sandra, Grydeland Håkon, Henson Richard N, Kühn Simone, Lindenberger Ulman, Lyngstad Torkild Hovde, Mowinckel Athanasia M, Nyberg Lars, Pascual-Leone Alvaro, Solé-Padullés Cristina, Sneve Markus H, Solana Javier, Strømstad Marie, Watne Leiv Otto, Walhovd Kristine B, Vidal-Piñeiro Didac
Center for Lifespan Changes in Brain and Cognition, University of Oslo, Oslo, Norway.
Computational Radiology and Artificial Intelligence, Department of Radiology and Nuclear Medicine, Oslo University Hospital, Oslo, Norway.
Nat Med. 2025 Jul 28. doi: 10.1038/s41591-025-03828-y.
Why education is linked to higher cognitive function in aging is fiercely debated. Leading theories propose that education reduces brain decline in aging and enhances tolerance to brain pathology or that it does not affect cognitive decline but, rather, reflects higher early-life cognitive function. To test these theories, we analyzed 407,356 episodic memory scores from 170,795 participants older than 50 years, alongside 15,157 brain magnetic resonance imaging scans from 6,472 participants across 33 Western countries. More education was associated with better memory, larger intracranial volume and slightly larger volume of memory-sensitive brain regions. However, education did not protect against age-related decline or weakened effects of brain decline on cognition. The most parsimonious explanation for the results is that the associations reflect factors present early in life, including propensity of individuals with certain traits to pursue more education. Although education has numerous benefits, the notion that it provides protection against cognitive or brain decline is not supported.
为何教育与衰老过程中较高的认知功能相关联，这一问题引发了激烈的争论。主流理论认为，教育可减少衰老过程中的大脑衰退，增强对脑部病变的耐受性；或者认为教育并不影响认知衰退，而是反映了早年较高的认知功能。为了验证这些理论，我们分析了来自170795名50岁以上参与者的407356个情景记忆分数，以及来自33个西方国家6472名参与者的15157次脑磁共振成像扫描。受教育程度越高，记忆力越好，颅内体积越大，对记忆敏感的脑区体积也略大。然而，教育并不能预防与年龄相关的衰退，也不能削弱大脑衰退对认知的影响。对这些结果最简洁的解释是，这些关联反映了生命早期存在的因素，包括具有某些特质的个体追求更多教育的倾向。尽管教育有诸多益处，但教育能预防认知或大脑衰退这一观点并未得到支持。
