Gender-Specific Influence of Education in Cognitive Subdomains in Mild Cognitive Impairment : A Clinical Research Center for Dementia of South Korea Study.
- Author:
Chunsoo LEE
1
;
Woojae MYUNG
;
Kyung Sang LEE
;
Jun Ro LEE
;
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:
Mild cognitive impairment;
Sex;
Education;
Cognitive reserve
- MeSH:
Cognition;
Cognitive Reserve;
Cohort Studies;
Dementia*;
Education*;
Female;
Humans;
Korea*;
Linear Models;
Mass Screening;
Mild Cognitive Impairment*;
Seoul;
Sex Characteristics
- From:Journal of Korean Geriatric Psychiatry
2016;20(2):87-95
- CountryRepublic of Korea
- Language:Korean
-
Abstract:
OBJECTIVE: This study aimed to find the sex differences of the way how educational attainment influence on cognitive function in the mild cognitive impairment patients. METHODS: A total of 1,704 patients were recruited from a large hospital-based multi-center cohort. Cognitive subdomains were evaluated 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 41.2% and 58.8% 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, language, and visuospatial function were also significantly affected by interaction between educational attainment and sex. CONCLUSION: In the female patients, educational attainment showed higher influence on the attention, language, and visuospatial function score.
