Education and Cognitive Functioning in Later Life: The Nation’s High School Class of 1972

晚年的教育和认知功能：1972 年全国高中班

• 批准号: 10513029
• 负责人: Eric Grodsky
• 金额: $ 451.2万
• 依托单位: UNIVERSITY OF TEXAS AT AUSTIN
• 依托单位国家: 美国
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-09-30 至 2027-07-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10513029
• 关键词: Address; Adolescence; Adolescent; Adult; Affect; Age; Aging; Alzheimer' s Disease; Alzheimer' s disease related dementia; Alzheimer' s disease risk; Alzheimer’s disease biomarker; American; Behavioral; Biological; Biological Aging; Biological Assay; Biological Markers; Biological Process; Black race; Blood; Blood Vessels; Brain imaging; Budgets; Cerebrovascular Disorders; Cognition; Cognitive; Cohort Studies; Communities; Data; Data Analyses; Data Collection; Education; Educational Intervention; Elderly; Employment; Environment; Ethnic Origin; Family; Free Will; Future; Genetic; Genetic Markers; Goals; Health; Heterogeneity; Home; Home visitation; Housing; Impaired cognition; Interview; Knowledge; Laboratories; Latinx; Life; Life Cycle Stages; Longitudinal Studies; Magnetic Resonance Imaging; Measures; Mediating; Modeling; Nerve Degeneration; Neurocognitive; Neurologist; Outcome; Participant; Pathway interactions; Persons; Policies; Population Heterogeneity; Prospective Studies; Protocols documentation; Race; Research; Research Personnel; Resources; Risk; Risk Marker; Role; Sampling; Schools; Scientist; Secure; Shapes; Surveys; Testing; Time; Whole Blood; apolipoprotein E-4; base; blood-based biomarker; cerebrovascular; cognitive change; cognitive function; cognitive reserve; cognitive testing; cohort; college; data storage site; dementia risk; design; economic outcome; ethnic difference; experience; field study; genomic data; health economics; high school; improved; member; middle age; neuroimaging; neuropathology; preventive intervention; prospective; racial and ethnic; racial and ethnic disparities; racial difference; racial disparity; resilience; response; sex; socioeconomics; sociologist; statistics; theories; twelfth grade; Address; Adolescence; Adolescent; Adult; Affect; Age; Aging; Alzheimer' s Disease; Alzheimer' s disease related dementia; Alzheimer' s disease risk; Alzheimer’s disease biomarker; American; Behavioral; Biological; Biological Aging; Biological Assay; Biological Markers; Biological Process; Black race; Blood; Blood Vessels; Brain imaging; Budgets; Cerebrovascular Disorders; Cognition; Cognitive; Cohort Studies; Communities; Data; Data Analyses; Data Collection; Education; Educational Intervention; Elderly; Employment; Environment; Ethnic Origin; Family; Free Will; Future; Genetic; Genetic Markers; Goals; Health; Heterogeneity; Home; Home visitation; Housing; Impaired cognition; Interview; Knowledge; Laboratories; Latinx; Life; Life Cycle Stages; Longitudinal Studies; Magnetic Resonance Imaging; Measures; Mediating; Modeling; Nerve Degeneration; Neurocognitive; Neurologist; Outcome; Participant; Pathway interactions; Persons; Policies; Population Heterogeneity; Prospective Studies; Protocols documentation; Race; Research; Research Personnel; Resources; Risk; Risk Marker; Role; Sampling; Schools; Scientist; Secure; Shapes; Surveys; Testing; Time; Whole Blood; apolipoprotein E-4; base; blood-based biomarker; cerebrovascular; cognitive change; cognitive function; cognitive reserve; cognitive testing; cohort; college; data storage site; dementia risk; design; economic outcome; ethnic difference; experience; field study; genomic data; health economics; high school; improved; member; middle age; neuroimaging; neuropathology; preventive intervention; prospective; racial and ethnic; racial and ethnic disparities; racial difference; racial disparity; resilience; response; sex; socioeconomics; sociologist; statistics; theories; twelfth grade

PROJECT SUMMARY/ABSTRACT Education is among the most important determinants of later-life cognitive functioning and biological markers of AD/ADRD risk. However, we know very little about how, why, or for whom education matters for these cognitive outcomes. This makes it difficult to design effective early life preventative interventions. To know how and why education matters for later-life cognitive functioning and biological markers of AD/ADRD risk, we need high quality prospective studies that follow diverse young people through schools and across adulthood; that measure key and modifiable educational contexts, opportunities, and outcomes; that observe midlife socioeconomic attainments; and that assess cognitive functioning and biological markers of AD/ADRD risk in late life. To date, no such studies exist. This project brings together an established and interdisciplinary team of neurologists, neuropsychologists, sociologists, education scientists, survey methodologists, biostatisticians, and neuroimaging experts who will re- contact surviving members the National Longitudinal Study of the High School Class of 1972 (NLS-72; N=14,489). NLS-72 is a nationally representative and highly diverse random sample of Americans first interviewed as high school seniors in 1972. Following protocols developed and successfully deployed in the High School and Beyond (HSB) cohort in 2014-2015 and 2021, the team will conduct in-home interviews that include extensive cognitive assessments and anthropometric measures; in-home visits to gather whole blood; and (for 500 people near one of five regional centers) neuroimaging via harmonized magnetic resonance imaging (MRI). The resulting data—which will be securely released to the wider scientific community during the project period— will be used to conduct transformative analyses of the effects of educational contexts, opportunities, and outcomes on risk of AD/ADRD as observed in cognitive assessments, blood-based markers of neuropathology, and neuroimaging. The project has four aims: (Aim 1) To estimate the extent to which education shapes biological, neurocognitive, and behavioral markers of AD/ADRD risk at age 70; (Aim 2) To estimate the extent to which adult socioeconomic attainments mediate the effects of education on vascular health, pace of biological aging, and cognitive functioning at age 70; (Aim 3) To estimate the extent to which racial and ethnic differences in the quality of and returns to education account for disparities in markers of AD/ADRD risk; and (Aim 4) To securely disseminate newly collected NLS-72 data for wide use by the research community. The analyses made possible by the newly collected data will transform our understanding of how and why education and other early life factors impact AD/ADRD risk and resilience.

项目摘要/摘要 教育是后来生活认知功能和生物学标记的最重要决定者之一 广告/ADRD风险。但是，我们对如何，为什么或对这些认知至关重要的如何，为什么或对这些认知重要 结果。这使得很难设计有效的早期预防措施。知道如何以及为什么 教育事项关于后期生活的认知功能和AD/ADRD风险的生物学标志物，我们需要很高 高质量的前瞻性研究，跟随年轻人通过学校和成年期；该测量 关键和可修改的教育环境，机会和成果；观察到中年社会经济 成就；并评估后期AD/ADRD风险的认知功能和生物标记。迄今为止， 没有这样的研究。 该项目汇集了一个神经心理学家，神经心理学家，神经科医生，跨学科的团队 社会学家，教育科学家，调查方法学家，生物统计学家和神经影像学家将重新 与幸存的成员联系1972年高中班的国家纵向研究（NLS-72； n = 14,489）。 NLS-72是全国代表性的，是美国人的高度随机样本 1972年接受了高中生的采访。根据协议制定并成功地部署了 2014- 2015年和2021年的学校和（HSB）队列（HSB）队列，团队将进行包括在内的家庭访谈 广泛的认知评估和人体测量值；在家探访以收集全血；和（用于 通过统一的磁共振成像（MRI），在五个区域中心之一）附近有500人。 由此产生的数据（将在项目期间安全地释放给广泛的科学界） 将用于对教育环境，机遇和 在认知评估中观察到的AD/ADRD风险的结果，神经病理学的血液标志物， 和神经影像学。该项目有四个目标：（目标1）估计教育塑造的程度 70岁时，AD/ADRD风险的生物学，神经认知和行为标记； （目标2）估计 哪些成人社会经济成就介导教育对血管健康的影响，生物学空间 衰老和认知功能在70岁时； （目标3）估计种族和种族差异的程度 在AD/ADRD风险标记中的差异和返回教育帐户中； （目标4） 牢固地传播新收集的NLS-72数据，以供研究界广泛使用。分析进行了 新收集的数据可能会改变我们对教育和为什么早期教育的理解 生命因素影响AD/ADRD风险和弹性。