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: 10709556
• 负责人: Eric Grodsky
• 金额: $ 967.56万
• 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/10709556
• 关键词: Address; Adolescence; Adolescent; Adult; Affect; Age; Aging; Alzheimer' s Disease; Alzheimer' s disease related dementia; Alzheimer' s disease risk; 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; Disparity; 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; Prospective Studies; Protocols documentation; Race; Recontacts; Research; Research Personnel; Resources; Risk; Risk Marker; Role; Sampling; Schools; Scientist; Secure; Shapes; Surveys; Testing; Time; Whole Blood; blood-based biomarker; cerebrovascular; cognitive change; cognitive function; cognitive reserve; cognitive testing; cohort; college; data storage site; design; economic outcome; ethnic difference; ethnic disparity; experience; field study; genomic data; high school; improved; member; middle age; neuroimaging; neuropathology; preventive intervention; prospective; 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.

项目概要/摘要 教育是晚年认知功能和生物标志的最重要决定因素之一。 然而，我们对教育如何、为何或对谁而言知之甚少。 这使得设计有效的早期预防干预措施变得困难。 教育对于以后的认知功能和AD/ADRD风险的生物标志物很重要，我们需要高水平 高质量的前瞻性研究，跟踪不同的年轻人在学校和整个成年时期的情况； 观察中年社会经济的关键和可修改的教育背景、机会和成果； 迄今为止，评估 AD/ADRD 风险的认知功能和生物标志物。 不存在这样的研​​究。 该项目汇集了一个由神经学家、神经心理学家、 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专家，他们将重新 联系幸存成员 1972 年全国高中班级纵向研究 (NLS-72; NLS-72 是美国人首先具有全国代表性且高度多样化的随机样本 1972 年，作为高中生接受采访。以下协议已在高中制定并成功部署 2014-2015 年和 2021 年的 School and Beyond (HSB) 队列，该团队将进行家庭访谈，其中包括 广泛的认知评估和人体测量；上门采集全血； 五个区域中心之一附近的 500 人通过协调磁共振成像 (MRI) 进行神经成像。 由此产生的数据将在项目期间安全地发布给更广泛的科学界 将用于对教育环境、机会和教育的影响进行变革性分析 在认知评估、基于血液的神经病理学标记物中观察到的 AD/ADRD 风险结果， 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、神经认知和行为标记（目标 2）估计 AD/ADRD 风险的程度； 哪些成人社会成就介导了教育对血管健康、生物发育速度的影响 70 岁时的衰老和认知功能；（目标 3）估计种族和民族差异的程度 教育质量和回报影响 AD/ADRD 风险标记的差异；以及（目标 4） 安全地传播新收集的 NLS-72 数据，供研究界广泛使用所做的分析。 新收集的数据可能会改变我们对教育和其他早期教育的方式和原因的理解 生活因素影响 AD/ADRD 风险和恢复力。