Education does not affect cognitive decline in aging: A Bayesian assessment of the association between education and change in cognitive performance
Frontiers in Psychology, ISSN: 1664-1078, Vol: 9, Issue: JUL, Page: 1138
2018
- 50Citations
- 101Captures
- 2Mentions
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Example: if you select the 1-year option for an article published in 2019 and a metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019. If you select the 3-year option for the same article published in 2019 and the metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019, 2018 and 2017.
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- Citations50
- Citation Indexes49
- 49
- Policy Citations1
- Policy Citation1
- Captures101
- Readers101
- 101
- Mentions2
- Blog Mentions1
- Blog1
- News Mentions1
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Education Does Not Affect Cognitive Decline in Aging: A Bayesian Assessment of the Association Between Education and Change in Cognitive Performance
Rasmus Berggren, Jonna Nilsson, Martin Lövdén Read the full article › The post Education Does Not Affect Cognitive Decline in Aging: A Bayesian Assessment of the Association Between Education and Change in Cognitive Performance was curated by information for practice.
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Article Description
Education is positively associated with level of cognitive function but the association between education and rate of cognitive decline remains unresolved, partly for methodological reasons. In this article, we address this issue using linear mixed models and Bayesian hypothesis testing, using data from the Betula cohort-sequential longitudinal study. Our results support the null hypothesis that education does not alter the rate of cognitive decline for visuospatial ability, semantic knowledge, and episodic memory. We propose that education is only a relevant variable for understanding cognitive performance in older age because of the association between performance and education that is formed in early development.
Bibliographic Details
http://www.scopus.com/inward/record.url?partnerID=HzOxMe3b&scp=85049656273&origin=inward; http://dx.doi.org/10.3389/fpsyg.2018.01138; http://www.ncbi.nlm.nih.gov/pubmed/30034354; https://www.frontiersin.org/article/10.3389/fpsyg.2018.01138/full; https://dx.doi.org/10.3389/fpsyg.2018.01138; https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2018.01138/full
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