Primary School Education May Be Sufficient to Moderate a Memory-Hippocampal Relationship.

摘要: According to the cognitive reserve theory, intellectual stimuli acquired during life can prevent against developing impairment. The underlying mechanisms were underexplored in low-educated individuals. Because episodic memory impairment due hippocampal dysfunction is a key feature of Alzheimer's dementia (AD), we sought look at possible mechanism by determining whether few years education moderated relationship between volumes and episodic-memory scores. sample was composed 183 older adults, 40.1% male, with median age 78[76,82] 4[2,10] who had undergone an test 3-Tesla MRI scan access volumes. Overall, 112 cognitively healthy, 26 impairment-no (CIND) 45 dementia. We used multiple linear regression assess interaction each volume significantly predicted scores' variance, controlling for diagnosis nuisance variables. term left hippocampus (s = 0.2, p 0.043, CI 1.0, 1.4), but not right 0.1, 0.218, 0.9, 1.2) variation on which seems play more important role processing educated individuals needs be further investigated might associated better use mnemonic strategies or higher connectivity. sample's four, corresponds primary school, may infer that this level sufficient contribute building reserve.