Interaction effects of education and health status on cognitive change: A 6-year follow-up of the Maastricht Aging Study

Willemien A. Meijer Faculty of Health Medicine and Life Sciences, Department of Psychiatry and Neuropsychology, Maastricht University, Maastricht, The Netherlands; Euron, European Graduate School of Neuroscience, Maastricht University, Maastricht, The Netherlands

Martin P.J. van Boxtel Faculty of Health Medicine and Life Sciences, Department of Psychiatry and Neuropsychology, Maastricht University, Maastricht, The Netherlands; Faculty of Psychology and Neurosciences, Department of Neuropsychology and Psychopharmacology, Maastricht University, Maastricht, The Netherlands; Euron, European Graduate School of Neuroscience, Maastricht University, Maastricht, The Netherlands

Pascal W.M. Van Gerven Faculty of Psychology and Neurosciences, Department of Neuropsychology and Psychopharmacology, Maastricht University, Maastricht, The Netherlands; Euron, European Graduate School of Neuroscience, Maastricht University, Maastricht, The Netherlands

Susan A.H. van Hooren Faculty of Psychology, Open University of The Netherlands, Heerlen, The Netherlands

Jelle Jolles Faculty of Health Medicine and Life Sciences, Department of Psychiatry and Neuropsychology, Maastricht University, Maastricht, The Netherlands; Faculty of Psychology and Neurosciences, Department of Neuropsychology and Psychopharmacology, Maastricht University, Maastricht, The Netherlands; Euron, European Graduate School of Neuroscience, Maastricht University, Maastricht, The NetherlandsCorrespondence[email protected]

Abstract

Objectives: The aim of this study was to test for interactions between education and health status (i.e., physical, social, and psychological functioning) with respect to baseline cognitive performance and change over 6 years. Method: Longitudinal data from the Maastricht Aging Study of 1344 men and women aged 24–47 and 49–77 were used. Results: Education by health interactions were restricted to the younger group. The components of health status that most consistently interacted with education were physical functioning on cognitive performance at baseline and physical and psychological functioning on cognitive change. Conclusion: These results indicate that high education attenuates age-related decline and lower baseline performance incurred by low health status in persons younger than 50.

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Interaction effects of education and health status on cognitive change: A 6-year follow-up of the Maastricht Aging Study

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