J Korean Geriatr Psychiatry.
2016 Oct;20(2):87-95. 10.0000/jkgp.2016.20.2.87.
Gender-Specific Influence of Education in Cognitive Subdomains in Mild Cognitive Impairment : A Clinical Research Center for Dementia of South Korea Study
- Affiliations
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- 1Department of Psychiatry, Samsung Medical Center, Sungkyunkwan University School of Medicine, Seoul, Korea. paulkim@skku.edu
- 2Center for Clinical Research, Samsung Biomedical Research Institute, Seoul, Korea.
- 3Department of Neurology, Samsung Medical Center, Sungkyunkwan University School of Medicine, Seoul, Korea.
- 4Department of Psychiatry, Asan Medical Center, University of Ulsan College of Medicine, Seoul, Korea.
- 5Department of Neurology, Asan Medical Center, University of Ulsan College of Medicine, Seoul, Korea.
- 6Department of Neurology, Konkuk University School of Medicine, Seoul, Korea.
- 7Department of Neurology, Inha University School of Medicine, Incheon, Korea.
- 8Department of Neurology, Seoul National University College of Medicine, Seoul, Korea.
- KMID: 2358087
- DOI: http://doi.org/10.0000/jkgp.2016.20.2.87
Abstract
OBJECTIVE
This study aimed to find the sex differences of the way how educational attainment influence on cognitive function in the mild cognitive impairment patients.
METHODS
A total of 1,704 patients were recruited from a large hospital-based multi-center cohort. Cognitive subdomains were evaluated using the Seoul Neuropsychological Screening Battery-Dementia version. We employed multiple linear regression analysis to compare the score of cognitive subdomains between the groups with high versus low educational attainment based on the high school graduate. Interaction between educational attainment and sex was also included in the analysis
RESULTS
High and low educational attainment group had 41.2% and 58.8% of patients in the study population. In the multiple regression analysis, score of all cognitive subdomains were significantly higher in the high educational attainment group. The score of attention, language, and visuospatial function were also significantly affected by interaction between educational attainment and sex.
CONCLUSION
In the female patients, educational attainment showed higher influence on the attention, language, and visuospatial function score.
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