Education, The Cognitive Reserve Hypothesis, and Alzheimer's Disease Without
Dementia 
 
   Lead Investigator:    Cathy Roe
   Institution      :    Wash U
   E-Mail           :    cathyr@wubios.wustl.edu
   Proposal ID      :    376


   Publications:


1  Roe CM, Xiong C, Grant E, Miller JP, Morris JC
   Education and reported onset of symptoms among individuals with Alzheimer disease
   Journal Article  Arch Neurol,65:108-111,2008,PMC2830808

   PUBLISHED



2  Roe CM, Xiong C, Miller JP, Cairns NJ, Morris JC
   Interaction of neuritic plaques and education predicts dementia
   Journal Article  Alzheimer Dis Assoc Disord,22:188-193,2008,PMC2770714

   PUBLISHED



3  Roe CM, Xiong C, Miller JP, Morris JC
   Diffuse and Neuritic Plaques, Neurofibrillary Tangles, and APOE Genotype in Preclinical AD
   Abstract  Alzheimers Dement,2:S247,2006,

   PUBLISHED



4  Roe CM, Xiong C, Miller JP, Morris JC
   Education and Alzheimer disease without dementia: support for the cognitive reserve hypothesis
   Journal Article  Neurology,68:223-228,2007,

   PUBLISHED



5  Roe CM, Xiong C, Miller P, Morris JC
   Education and Preclinical Alzheimer's Disease without Dementia
   Abstract  Alzheimers Dement,2:S146,2006,

   PUBLISHED



6  Roe CM, Xiong CJ, Miller JP, Morris J
   Education and Neuropathological Alzheimer s Disease, With and Without Dementia
   Abstract  Neurology,66:A218,2006,

   PUBLISHED





   Proposal Description:
   The proposed study will examine the role of education in presymptomatic AD within the framework of the Cognitive Reserve hypothesis, using data from the NACC MDS and Neuropathology datasets, along with data from a NACC collaborative study which examined AD neuropathology among nondemented older adults. The specific hypotheses to be tested are: (1) among participants who are judged to be nondemented at the last assessment prior to death, AD-related neuropathology will be more advanced in individuals with greater amounts of education, and (2) among participants with neuropathologic diagnoses of AD, individuals with greater education will be more likely to be found nondemented at the last assessment prior to death. If results indicate that educational level mediates the relationship between AD pathology and dementia, and that education is related to receiving a neuropathological diagnosis of AD without a corresponding clinical diagnosis of dementia, these findings would support increased use of the Cognitive Reserve Hypothesis as a framework for investigating the mechanisms that underlie development of AD, and would encourage research into how knowledge of an individual's educational level might aid in the early and accurate diagnosis of the disease.