Educational Disparities and Cognitive Function
Author Information
Author(s): Peng Siyun, Perry Brea
Primary Institution: Indiana University Bloomington
Hypothesis
Is it too late for less educated older adults to engage in cognitively stimulating environments to shorten their cognitive gaps with more educated older adults?
Conclusion
Cognitive gaps among people with different educational levels disappear among those with higher bridging social capital.
Supporting Evidence
- Bridging social capital is defined as access to novel information and is thought to be a source of cognitive stimulation.
- The associations between bridging social capital and cognitive outcomes are strongest for people with less than a high school education.
- Stimulating environments in later life are most effective for those with lower distal stimulating environments.
Takeaway
Older adults who didn't finish high school can improve their thinking skills by being in social groups that share new information.
Methodology
The study used cognitive assessments and egocentric network data from the Person to Person Health Interview Study.
Participant Demographics
Participants included older adults with varying educational levels, particularly focusing on those with less than a high school education.
Digital Object Identifier (DOI)
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