medRxiv : the preprint server for health sciences · 2026
Education, Cognitive Reserve, and Brain Pathology in Aging and Alzheimer's Disease: Evidence from Preclinical and Symptomatic Cohorts.
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Raeesi Shima, Metz Amelie, Chadwick Katherine, Zeighami Yashar, PREVENT-AD Research Group, Consortium for the Early Identification of Alzheimer’s Disease - Quebec (CIMA-Q), Morrison Cassandra, Dadar Mahsa
Аннотация
INTRODUCTION: Educational attainment is a key proxy of cognitive reserve (CR), but whether its association with cognition persists after accounting for multimodal brain pathology remains unclear.
METHODS: Data from PREVENT-AD and CIMA-Q were analyzed using cross-sectional, longitudinal, and residual-based models adjusted for multimodal pathology, including MRI-based white matter hyperintensities and atrophy measures, and plasma Alzheimer's disease biomarkers. Education was examined in both cohorts. A multidimensional CR questionnaire was also examined in CIMA-Q.
RESULTS: Higher education was associated with better performance across multiple cognitive domains after accounting for pathology (p < 0.05). The CR composite score showed less consistent associations, and non-education subdomains showed limited added value. Longitudinally, education was more consistently associated with baseline cognitive levels than cognitive change, with executive-function trajectory differences observed in PREVENT-AD.
DISCUSSION: Findings support a CR framework in which education relates to better cognition despite pathology, while effects on decline are limited and domain-specific.
METHODS: Data from PREVENT-AD and CIMA-Q were analyzed using cross-sectional, longitudinal, and residual-based models adjusted for multimodal pathology, including MRI-based white matter hyperintensities and atrophy measures, and plasma Alzheimer's disease biomarkers. Education was examined in both cohorts. A multidimensional CR questionnaire was also examined in CIMA-Q.
RESULTS: Higher education was associated with better performance across multiple cognitive domains after accounting for pathology (p < 0.05). The CR composite score showed less consistent associations, and non-education subdomains showed limited added value. Longitudinally, education was more consistently associated with baseline cognitive levels than cognitive change, with executive-function trajectory differences observed in PREVENT-AD.
DISCUSSION: Findings support a CR framework in which education relates to better cognition despite pathology, while effects on decline are limited and domain-specific.