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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 4 of 4 1 Education differentially contributes to cognitive reserve across racial/ethnic groups Avila, Justina F.; Rentería, Miguel Arce; Jones, Richard N.; Vonk, Jet M. J.; Turney, Indira; Sol, Ketlyne; Seblova, Dominika; Arias, Franchesca; Hill‐jarrett, Tanisha; Levy, Shellie‐anne; Meyer, Oanh; Racine, Annie M.; Tom, Sarah E.; Melrose, Rebecca J.; Deters, Kacie; Medina, Luis D.; Carrión, Carmen I.; Díaz‐santos, Mirella; Byrd, DeAnnah R.; Chesebro, Anthony; Colon, Juliet; Igwe, Kay C.; Maas, Benjamin; Brickman, Adam M.; Schupf, Nicole; Mayeux, Richard; Manly, Jennifer J.. - : Wiley Periodicals, Inc., 2021. : Minnesota Population Center, 2021 Abstract: IntroductionWe examined whether educational attainment differentially contributes to cognitive reserve (CR) across race/ethnicity.MethodsA total of 1553 non- Hispanic Whites (Whites), non- Hispanic Blacks (Blacks), and Hispanics in the Washington Heights- Inwood Columbia Aging Project (WHICAP) completed structural magnetic resonance imaging. Mixture growth curve modeling was used to examine whether the effect of brain integrity indicators (hippocampal volume, cortical thickness, and white matter hyperintensity [WMH] volumes) on memory and language trajectories was modified by education across racial/ethnic groups.ResultsHigher educational attainment attenuated the negative impact of WMH burden on memory (β = - 0.03; 99% CI: - 0.071, - 0.002) and language decline (β = - 0.024; 99% CI:- 0.044, - 0.004), as well as the impact of cortical thinning on level of language performance for Whites, but not for Blacks or Hispanics.DiscussionEducational attainment does not contribute to CR similarly across racial/ethnic groups. ; Peer Reviewed ; http://deepblue.lib.umich.edu/bitstream/2027.42/166224/1/alz12176.pdf ; http://deepblue.lib.umich.edu/bitstream/2027.42/166224/2/alz12176_am.pdf ; http://deepblue.lib.umich.edu/bitstream/2027.42/166224/3/alz12176-sup-0001-figureS1.pdf Keyword: cognitive aging; cognitive reserve; education; Health Sciences; Neurology and Neurosciences; racial/ethnic differences URL: https://doi.org/10.1002/alz.12176 https://hdl.handle.net/2027.42/166224 https://doi.org/10.7302/147 BASE Hide details 2 Impairment of memory generalization in preclinical autosomal dominant Alzheimer’s disease mutation carriers Petok, Jessica R.; Myers, Catherine E.; Pa, Judy. - 2018 BASE Show details 3 Culture and Cognition : The Relationship between Self- Construals and Cognitive Fluency Medina Luis D.. - : eScholarship, University of California, 2015 In: Medina Luis D.(2015). Culture and Cognition : The Relationship between Self- Construals and Cognitive Fluency. UC San Diego: Retrieved from: http://www.escholarship.org/uc/item/36z392sr (2015) BASE Show details 4 Brain lateralization of complex movement: Neuropsychological evidence from unilateral stroke Flores-Medina, Yvonne; Chávez-Oliveros, Mireya; Medina, Luis D.... In: Brain and cognition. - San Diego, Calif. [u.a.] : Elsevier Science 84 (2014) 1, 164-169 OLC Linguistik Show details

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