The influence of late-life university education on age-related cognitive decline and cognitive reserve : The Tasmanian Healthy Brain Project

Background: A strong link between education and cognitive performance suggests that a period of education in later-life could reduce age-related cognitive decline (ARCD) and risk for Alzheimer's disease (AD). The aim of this thesis was to examine the effect of late-life education on cognitive reserve (CR), cognitive functioning; and the potential influence of genetic factors on any relationship. Method: A sample of 459 participants aged 50-79 years (M = 60.24, SD = 6.75) enrolled in the first four years of the THBP, provided salivary samples for genetic analysis and completed comprehensive annual cognitive assessments. Within this sample, an intervention group (n = 359) who undertook a minimum of 12 months part-time university level education were compared with a control reference group (n = 100). Results: Growth Mixture Modelling (GMM) revealed that while 92.5% of the intervention group displayed an increase in CR, only 55.6% of the control group displayed an increase. Further, the intervention group displayed a significant increase in language processing capacity but no significant change in episodic memory, working memory or executive function. There was no influence of genetic factors (APOE ˜í¬µ4 or BDNF Val66Met) on cognitive function over time or on intervention response. Conclusions: Attending university improved CR and triggered a commensurate improvement in crystallised cognitive function (language processing capacity) but not fluid cognitive functions (episodic memory, working memory or executive function). These results indicate that encouraging mental activity in later-life may be a viable means to reduce ARCD and potentially delay the onset of AD.