Relationship Between Education and Dementia: An Updated Systematic Review
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OBJECTIVE: The purpose of this study was to review the relationship between education and dementia. METHODS: A systematic literature review was conducted of all published studies examining the relationship between education and dementia listed in the PubMed and PsycINFO databases from January 1985 to July 2010. The inclusion criteria were a measure of education and a dementia diagnosis by a standardized diagnostic procedure. Alzheimer disease and Total Dementia were the outcomes. RESULTS: A total of 88 study populations from 71 studies met inclusion criteria. Overall, 51 studies (58%) reported significant effects of lower education on risk for dementia, whereas 37 studies (42%) reported no significant relationship. A relationship between education and risk for dementia was more consistent in developed regions compared with developing regions. Age, sex, race/ethnicity, and geographical region moderated the relationship. CONCLUSIONS: Lower education was associated with a greater risk for dementia in many but not all studies. The level of education associated with risk for dementia varied by study population and more years of education did not uniformly attenuate the risk for dementia. It seemed that a more consistent relationship with dementia occurred when years of education reflected cognitive capacity, suggesting that the effect of education on risk for dementia may be best evaluated within the context of a lifespan developmental model.
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Matthews and colleagues also note that estimates did not include socioeconomic factors, such as education, which is a known risk factor in ADRD research.
“Matthews and colleagues [1] also note that estimates did not include socioeconomic factors, such as education, which is a known risk factor in ADRD research [104].”
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- Authors
- Sharp, E. S., & Gatz, M.
- Affiliations
- University of Southern California (US)
- Venue
- Alzheimer Disease & Associated Disorders
- Published
- 2011-10
- Volume
- 25
- Issue
- 4
- Pages
- 289-304
- ISSN
- 0893-0341 (ISSN-L)
- PMC
- PMC3193875
- OpenAlex
- W2079133792
- Cited by
- 591
- References
- 87
- Citations by year
- 2026: 43 · 2025: 63 · 2024: 68 · 2023: 46 · 2022: 58 · 2021: 64 · 2020: 50 · 2019: 39 · 2018: 34 · 2017: 34 · 2016: 22 · 2015: 24 · 2014: 19 · 2013: 16 · 2012: 10
- FWCI
- 1.92
- Type
- journal article
- Language
- en
- Open access
- green
- www.ncbi.nlm.nih.gov
- Locations
- Alzheimer Disease & Associated Disorders (publishedVersion)
- PubMed (publishedVersion)
- PubMed Central (acceptedVersion)
- Funders
- Demensförbundet
- National Institute on Aging (5T32-AG-00037, T32AG000037)
- Topics
- Health Sciences › Medicine › Psychiatry and Mental health › Dementia and Cognitive Impairment Research
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Cognitive Abilities and Testing
- Health Sciences › Medicine › Physiology › Alzheimer's disease research and treatments
- Keywords
- education, dementia, Alzheimer's disease, dementia risk, years of schooling, cognitive ability, developmental model, moderators
- MeSH terms
- Alzheimer Disease, Dementia, Educational Measurement, Educational Status, Humans, Risk Factors, Randomized Controlled Trials as Topic
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
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