Does childhood schooling affect old age memory or mental status? Using state schooling laws as natural experiments | Zendy

M. Maria Glymour | Zendy; Ichiro Kawachi | Zendy; C. Jencks | Zendy; Lisa Berkman | Zendy

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Does childhood schooling affect old age memory or mental status? Using state schooling laws as natural experiments

Author(s) -

M. Maria Glymour,

Ichiro Kawachi,

C. Jencks,

Lisa Berkman

Publication year - 2008

Publication title -

journal of epidemiology and community health

Language(s) - English

Resource type - Journals

SCImago Journal Rank - 1.692

H-Index - 170

eISSN - 1470-2738

pISSN - 0143-005X

DOI - 10.1136/jech.2006.059469

Subject(s) - affect (linguistics) , causation , cognition , medicine , natural experiment , intelligence quotient , developmental psychology , demography , psychology , gerontology , psychiatry , law , sociology , communication , pathology , political science

The association between schooling and old age cognitive outcomes such as memory disorders is well documented but, because of the threat of reverse causation, controversy persists over whether education affects old age cognition. Changes in state compulsory schooling laws (CSL) are treated as natural experiments (instruments) for estimating the effect of education on memory and mental status among the elderly. Changes in CSL predict changes in average years of schooling completed by children who are affected by the new laws. These educational differences are presumably independent of innate individual characteristics such as IQ.

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