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Do benefits of own education for cognition differ by parental education? Influence of intergenerational educational trajectories and cognitive performance in the Kaiser Healthy Aging and Diverse Life Experiences (KHANDLE) cohort
Author(s) -
Eng Chloe W.,
Gilsanz Paola,
Glymour M. Maria,
Mayeda Elizabeth Rose,
Mungas Dan M.,
DeCarli Charles,
Whitmer Rachel A.
Publication year - 2020
Publication title -
alzheimer's and dementia
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 6.713
H-Index - 118
eISSN - 1552-5279
pISSN - 1552-5260
DOI - 10.1002/alz.046624
Subject(s) - cognition , cohort , psychology , educational attainment , gerontology , ethnic group , neuropsychology , developmental psychology , cognitive skill , medicine , sociology , psychiatry , anthropology , economics , economic growth
Background Little is known about the influence of parental education on late life cognition or whether parental education modifies the association between own education and cognitive outcomes. Parental education influences own educational access/attainment as well as early cognitive environments and resources (social, financial capital) known to affect health. We investigated whether benefits of own education differed by parental education using intergenerational education trajectories. Methods The Kaiser Healthy Aging and Diverse Life Experiences (KHANDLE) cohort is a diverse sample (approximately equal White, African‐American, Asian, and Latinx) of long‐term members of a managed care organization; cognitive domains of verbal episodic memory, semantic memory, and executive functioning were obtained using the Spanish and English Neuropsychological Assessment Scales (SENAS). Parental education (low defined as either parent with <9 years of schooling) and own education (low defined