My Parent, Myself, or My Child: Whose Education Matters Most for Trajectories of Cognitive Aging in Middle Age?

• Autores: Serena Gutiérrez Martínez, Erika E. Meza, M Maria Glymour, Jacqueline M. Torres
• Localización: American journal of epidemiology, ISSN-e 1476-6256, ISSN 0002-9262, Vol. 193, Nº. 5, 2024, págs. 695-706
• Idioma: inglés
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  • Abstract The growing body of evidence linking intergenerational education and late-life cognitive decline is almost exclusively from high-income countries, despite rapid intergenerational changes in education in low- and middle-income countries (LMICs). We used data from the Mexican Health and Aging Study (n = 8,822), a cohort study of Mexican adults aged ≥50 years (2001–2018), to evaluate whether parental education (none vs. any formal schooling), one’s own education (less than primary school vs. completion of primary school), or an adult child’s education (less than high school vs. completion of high school) was associated with verbal memory z scores. We used linear mixed models with inverse probability of attrition weights. Educational attainment in all 3 generations was associated with baseline verbal memory scores, independent of the prior generation’s education. Lower parental (β = −0.005, 95% confidence interval: −0.009, −0.002) and respondent (β = −0.013, 95% confidence interval: −0.017, −0.010) educational level were associated with faster decline in delayed (but not immediate) verbal memory z scores. Associations between adult child’s education and respondent’s verbal memory decline varied by exposure specification. The educational attainment of parents and adult children may influence the cognitive aging of middle-aged and older adults in LMICs. These results have important implications given recent structural shifts in educational attainment in many LMICs.