Gender-Specific Influence of Education in Cognitive Subdomains in Alzheimer's Disease : A Clinical Research Center for Dementia of South Korea Study.
- Author:
Jun Ro LEE
1
;
Chunsoo LEE
;
Junbae CHOI
;
Hyo Shin KANG
;
Shin Won LIM
;
Duk L. NA
;
Seong Yoon KIM
;
Jae Hong LEE
;
Seol Heui HAN
;
Seong Hye CHOI
;
Sang Yun KIM
;
Doh Kwan KIM
Author Information
1. Department of Psychiatry, Samsung Medical Center, Sungkyunkwan University School of Medicine, Seoul, Korea. paulkim@skku.edu
- Publication Type:Multicenter Study ; Original Article
- Keywords:
Alzheimer's disease;
Sex;
Education;
Cognitive function
- MeSH:
Alzheimer Disease*;
Cognition;
Cohort Studies;
Dementia*;
Education*;
Female;
Humans;
Korea*;
Linear Models;
Mass Screening;
Seoul;
Sex Characteristics
- From:Journal of Korean Geriatric Psychiatry
2017;21(2):106-112
- CountryRepublic of Korea
- Language:Korean
-
Abstract:
OBJECTIVE: We aimed to find the sex differences of the way how educational attainment influence on cognitive function in patients with Alzheimer's disease (AD). METHODS: We recruited 424 patients with AD from a large hospital-based multi-center cohort. We evaluated cognitive subdomains using the Seoul Neuropsychological Screening Battery-Dementia version. We employed multiple linear regression analysis to compare the score of cognitive subdomains between the groups with high versus low educational attainment based on the high school graduate. Interaction between educational attainment and sex was also included in the analysis. RESULTS: High and low educational attainment group had 33.0% and 67.0% of patients in the study population. In the multiple regression analysis, score of all cognitive subdomains were significantly higher in the high educational attainment group. The score of attention was also significantly affected by interaction between educational attainment and sex. This result may be helpful to develop cognitive intervention therapy. CONCLUSION: In the female patients with AD, educational attainment showed higher influence on the attention score.
