Primary School Education May Be Sufficient to Moderate a Memory-Hippocampal Relationship
According to the cognitive reserve theory, intellectual stimuli acquired during life can prevent against developing cognitive impairment. The underlying cognitive reserve mechanisms were underexplored in low-educated individuals. Because episodic memory impairment due to hippocampal dysfunction is a...
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Format: | Article |
Language: | English |
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Frontiers Media S.A.
2018-11-01
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Series: | Frontiers in Aging Neuroscience |
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Online Access: | https://www.frontiersin.org/article/10.3389/fnagi.2018.00381/full |
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doaj-b35b07f21c1e4df098ef862bff7fbd58 |
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Article |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Elisa de Paula França Resende Elisa de Paula França Resende Howard J. Rosen Kevin Chiang Adam M. Staffaroni Isabel Allen Lea T. Grinberg Karoline Carvalho Carmona Henrique Cerqueira Guimarães Viviane Amaral Carvalho Maira Tonidandel Barbosa Leonardo Cruz de Souza Paulo Caramelli |
spellingShingle |
Elisa de Paula França Resende Elisa de Paula França Resende Howard J. Rosen Kevin Chiang Adam M. Staffaroni Isabel Allen Lea T. Grinberg Karoline Carvalho Carmona Henrique Cerqueira Guimarães Viviane Amaral Carvalho Maira Tonidandel Barbosa Leonardo Cruz de Souza Paulo Caramelli Primary School Education May Be Sufficient to Moderate a Memory-Hippocampal Relationship Frontiers in Aging Neuroscience education cognitive reserve aging episodic memory hippocampus neuroimaging |
author_facet |
Elisa de Paula França Resende Elisa de Paula França Resende Howard J. Rosen Kevin Chiang Adam M. Staffaroni Isabel Allen Lea T. Grinberg Karoline Carvalho Carmona Henrique Cerqueira Guimarães Viviane Amaral Carvalho Maira Tonidandel Barbosa Leonardo Cruz de Souza Paulo Caramelli |
author_sort |
Elisa de Paula França Resende |
title |
Primary School Education May Be Sufficient to Moderate a Memory-Hippocampal Relationship |
title_short |
Primary School Education May Be Sufficient to Moderate a Memory-Hippocampal Relationship |
title_full |
Primary School Education May Be Sufficient to Moderate a Memory-Hippocampal Relationship |
title_fullStr |
Primary School Education May Be Sufficient to Moderate a Memory-Hippocampal Relationship |
title_full_unstemmed |
Primary School Education May Be Sufficient to Moderate a Memory-Hippocampal Relationship |
title_sort |
primary school education may be sufficient to moderate a memory-hippocampal relationship |
publisher |
Frontiers Media S.A. |
series |
Frontiers in Aging Neuroscience |
issn |
1663-4365 |
publishDate |
2018-11-01 |
description |
According to the cognitive reserve theory, intellectual stimuli acquired during life can prevent against developing cognitive impairment. The underlying cognitive reserve mechanisms were underexplored in low-educated individuals. Because episodic memory impairment due to hippocampal dysfunction is a key feature of Alzheimer’s dementia (AD), we sought to look at a possible cognitive reserve mechanism by determining whether few years of education moderated the relationship between the hippocampal volumes and the episodic-memory scores. The sample was composed by 183 older adults, 40.1% male, with the median age of 78[76,82] years and the median years of education of 4[2,10] who had undergone an episodic-memory test and a 3-Tesla MRI scan to access the hippocampal volumes. Overall, 112 were cognitively healthy, 26 had cognitive impairment-no dementia (CIND) and 45 had dementia. We used multiple linear regression to assess whether the interaction between years of education and each hippocampal volume significantly predicted the episodic-memory scores’ variance, controlling for cognitive diagnosis and nuisance variables. The interaction term with the left hippocampus (ß = 0.2, p = 0.043, CI = 1.0, 1.4), but not with the right (ß = 0.1, p = 0.218, CI = 0.9, 1.2) significantly predicted the variation on memory scores. The mechanism by which the left hippocampus seems to play a more important role on memory processing in more educated individuals needs to be further investigated and might be associated with a better use of mnemonic strategies or higher hippocampal connectivity. Because the sample’s median years of education was four, which corresponds to primary school, we may infer that this level might be sufficient to contribute for building cognitive reserve. |
topic |
education cognitive reserve aging episodic memory hippocampus neuroimaging |
url |
https://www.frontiersin.org/article/10.3389/fnagi.2018.00381/full |
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doaj-b35b07f21c1e4df098ef862bff7fbd582020-11-25T00:46:31ZengFrontiers Media S.A.Frontiers in Aging Neuroscience1663-43652018-11-011010.3389/fnagi.2018.00381419426Primary School Education May Be Sufficient to Moderate a Memory-Hippocampal RelationshipElisa de Paula França Resende0Elisa de Paula França Resende1Howard J. Rosen2Kevin Chiang3Adam M. Staffaroni4Isabel Allen5Lea T. Grinberg6Karoline Carvalho Carmona7Henrique Cerqueira Guimarães8Viviane Amaral Carvalho9Maira Tonidandel Barbosa10Leonardo Cruz de Souza11Paulo Caramelli12Grupo de Pesquisa em Neurologia Cognitiva e do Comportamento, Departamento de Clínica Médica, Faculdade de Medicina da Universidade Federal de Minas Gerais, Belo Horizonte, BrazilMemory and Aging Center, Department of Neurology, University of California, San Francisco, San Francisco, CA, United StatesMemory and Aging Center, Department of Neurology, University of California, San Francisco, San Francisco, CA, United StatesMemory and Aging Center, Department of Neurology, University of California, San Francisco, San Francisco, CA, United StatesMemory and Aging Center, Department of Neurology, University of California, San Francisco, San Francisco, CA, United StatesMemory and Aging Center, Department of Neurology, University of California, San Francisco, San Francisco, CA, United StatesMemory and Aging Center, Department of Neurology, University of California, San Francisco, San Francisco, CA, United StatesGrupo de Pesquisa em Neurologia Cognitiva e do Comportamento, Departamento de Clínica Médica, Faculdade de Medicina da Universidade Federal de Minas Gerais, Belo Horizonte, BrazilGrupo de Pesquisa em Neurologia Cognitiva e do Comportamento, Departamento de Clínica Médica, Faculdade de Medicina da Universidade Federal de Minas Gerais, Belo Horizonte, BrazilGrupo de Pesquisa em Neurologia Cognitiva e do Comportamento, Departamento de Clínica Médica, Faculdade de Medicina da Universidade Federal de Minas Gerais, Belo Horizonte, BrazilGrupo de Pesquisa em Neurologia Cognitiva e do Comportamento, Departamento de Clínica Médica, Faculdade de Medicina da Universidade Federal de Minas Gerais, Belo Horizonte, BrazilGrupo de Pesquisa em Neurologia Cognitiva e do Comportamento, Departamento de Clínica Médica, Faculdade de Medicina da Universidade Federal de Minas Gerais, Belo Horizonte, BrazilGrupo de Pesquisa em Neurologia Cognitiva e do Comportamento, Departamento de Clínica Médica, Faculdade de Medicina da Universidade Federal de Minas Gerais, Belo Horizonte, BrazilAccording to the cognitive reserve theory, intellectual stimuli acquired during life can prevent against developing cognitive impairment. The underlying cognitive reserve mechanisms were underexplored in low-educated individuals. Because episodic memory impairment due to hippocampal dysfunction is a key feature of Alzheimer’s dementia (AD), we sought to look at a possible cognitive reserve mechanism by determining whether few years of education moderated the relationship between the hippocampal volumes and the episodic-memory scores. The sample was composed by 183 older adults, 40.1% male, with the median age of 78[76,82] years and the median years of education of 4[2,10] who had undergone an episodic-memory test and a 3-Tesla MRI scan to access the hippocampal volumes. Overall, 112 were cognitively healthy, 26 had cognitive impairment-no dementia (CIND) and 45 had dementia. We used multiple linear regression to assess whether the interaction between years of education and each hippocampal volume significantly predicted the episodic-memory scores’ variance, controlling for cognitive diagnosis and nuisance variables. The interaction term with the left hippocampus (ß = 0.2, p = 0.043, CI = 1.0, 1.4), but not with the right (ß = 0.1, p = 0.218, CI = 0.9, 1.2) significantly predicted the variation on memory scores. The mechanism by which the left hippocampus seems to play a more important role on memory processing in more educated individuals needs to be further investigated and might be associated with a better use of mnemonic strategies or higher hippocampal connectivity. Because the sample’s median years of education was four, which corresponds to primary school, we may infer that this level might be sufficient to contribute for building cognitive reserve.https://www.frontiersin.org/article/10.3389/fnagi.2018.00381/fulleducationcognitive reserveagingepisodic memoryhippocampusneuroimaging |