Age and Education Effects on Relationships of Cognitive Test Scores With Brain Structure in Demographically Diverse Older Persons

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Abstract

This study examined how age and education influence the relationship between neuropsychological test scores and brain structure in demographically diverse older adults spanning the range from normal cognition to dementia. A sample of 351 African Americans, 410 Hispanics, and 458 Whites underwent neuropsychological testing. Volumetric magnetic resonance imaging (MRI) measures of total brain, white matter hyperintensity, and hippocampus were available for 79 African Americans, 102 Hispanics, and 134 Whites. The authors used latent variable modeling to examine effects of age, education, and brain volumes on test scores and determine how much variance brain volumes explained in unadjusted and age- and education-adjusted scores. Age adjustment resulted in weaker relationships of test scores with MRI variables; adjustment for ethnicity yielded stronger relationships. Education adjustment increased relationships with MRI variables in the combined sample and Hispanics, made no difference in Whites, but decreased some associations in African Americans. Results suggest that demographic adjustment is beneficial when demographic variables are strongly related to test scores independent of measures of brain structure, but adjustment has negative consequences when effects of demographic characteristics are mediated by brain structure.

Original languageEnglish (US)
Pages (from-to)116-128
Number of pages13
JournalPsychology and Aging
Volume24
Issue number1
DOIs
StatePublished - Mar 2009

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Social Adjustment
Education
Brain
Hispanic Americans
African Americans
Magnetic Resonance Imaging
Demography
Neuropsychological Tests
Cognition
Dementia
Hippocampus
Reference Values

Keywords

  • age
  • education
  • ethnicity
  • neuropsychological tests
  • structural MRI

ASJC Scopus subject areas

  • Aging
  • Geriatrics and Gerontology
  • Social Psychology

Cite this

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