Education modulates brain maintenance in presymptomatic frontotemporal dementia.
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Gazzina Stefano, Grassi Mario, Premi Enrico, Cosseddu Maura, Alberici Antonella, Archetti Silvana, Gasparotti Roberto, Van Swieten John, Galimberti Daniela, Sanchez-Valle Raquel, Laforce Robert Jr, Moreno Fermin, Synofzik Matthis, Graff Caroline, Masellis Mario, Tartaglia Maria Carmela, Rowe James B, Vandenberghe Rik, Finger Elizabeth, Tagliavini Fabrizio, de Mendonça Alexandre, Santana Isabel, Butler Christopher R, Ducharme Simon, Gerhard Alex, Danek Adrian, Levin Johannes, Otto Markus, Frisoni Giovanni, Sorbi Sandro, Padovani Alessandro, Rohrer Jonathan D, Borroni Barbara, Genetic FTD Initiative, GENFI
Аннотация
METHODS: Two-hundred twenty-nine subjects at-risk of carrying a pathogenic mutation leading to FTD underwent longitudinal cognitive assessment and T1-weighted MRI at baseline and at 1 year follow-up. The first principal component score of the graph-Laplacian Principal Component Analysis on 112 grey matter region-of-interest volumes was used to summarise the grey matter volume (GMV). The effects of education on cognitive performances and GMV at baseline and on the change between 1 year follow-up and baseline (slope) were tested by Structural Equation Modelling.
RESULTS: Highly educated at-risk subjects had better cognition and higher grey matter volume at baseline; moreover, higher educational attainment was associated with slower loss of grey matter over time in mutation carriers.
CONCLUSIONS: This longitudinal study demonstrates that even in presence of ongoing pathological processes, education may facilitate both brain reserve and brain maintenance in the presymptomatic phase of genetic FTD.