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Cited by 240Dementia and Cognitive Impairment ResearchCognitive Abilities and TestingAging and Gerontology Research

Relationship between education and age-related cognitive decline: A review of recent research

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Lenehan, Megan Elizabeth, Summers, Mathew James, Saunders, Nichole Louise, Summers, Jeffery Joseph, Vickers, James C.·2015·Psychogeriatrics
DOI 10.1111/psyg.12083
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Abstract

The association between level of educational attainment and cognitive performance is well studied. People with higher education perform better across a broad range of cognitive tasks. However, there is uncertainty as to whether education moderates the trajectory of age‐related cognitive decline. This review paper addresses the potential link between education and age‐related cognitive decline by evaluating relevant research published since 2000. Studies reporting data on education and its association with the rate of cognitive decline across various cognitive domains were reviewed. A total of 10 studies were identified with a mean follow‐up period of 7.6 years; each contained a population‐based, non‐demented sample. In the majority of studies, results showed that education did not moderate age‐associated cognitive decline. The few studies that did find an association between education and decline in specific cognitive functions should be interpreted with caution because of methodological issues. The literature reveals little consistent evidence that normal age‐related cognitive decline is moderated by education attainment. This supports a passive theory of cognitive reserve: people with a higher level of education will continue to perform at a higher level of cognitive functioning than their lower educated peers, which may delay the onset of impairment in the future.

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  • Educational attainment is linked to higher cognitive function performance later in life, a concept known as the cognitive reserve hypothesis.

    “Educational attainment, the highest level of education completed, has been linked to higher cognitive function performance later in life, a concept known as the “cognitive reserve hypothesis” (Ackerman 2005; Lenehan et al. 2015; Wilson et al. 2009).”

    From Cognitive Aging Revisited: A Cross-Sectional Analysis of the WAIS-5 (2025) · cites this paper as Lenehan et al. 2015

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Authors
Lenehan, M. E., Summers, M. J., Saunders, N. L., Summers, J. J., & Vickers, J. C.
Affiliations
University of Tasmania (AU)
Corresponding author
Summers, Mathew James
ORCID
Venue
Psychogeriatrics
Publisher
Wiley
Published
2014-12-17
Volume
15
Issue
2
Pages
154-162
ISSN
  • 1346-3500 (ISSN-L)
  • 1479-8301
DOI
10.1111/psyg.12083
OpenAlex
W1654384350
Cited by
240
References
7
Citations by year
2026: 14 · 2025: 22 · 2024: 25 · 2023: 25 · 2022: 26 · 2021: 23 · 2020: 27 · 2019: 30 · 2018: 22 · 2017: 15 · 2016: 8 · 2015: 3
FWCI
1.19
Type
journal article
Language
en
Open access
Licence
Locations
  • Psychogeriatrics (publishedVersion)
  • PubMed (publishedVersion)
  • Liverpool John Moores University (acceptedVersion)
  • eCite Digital Repository (University of Tasmania) (submittedVersion)
  • Figshare (submittedVersion, cc-by)
Topics
  • Health Sciences › Medicine › Psychiatry and Mental health › Dementia and Cognitive Impairment Research
  • Social Sciences › Psychology › Experimental and Cognitive Psychology › Cognitive Abilities and Testing
  • Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Aging and Gerontology Research
Keywords
educational attainment, age-related cognitive decline, cognitive reserve, cognitive aging, cognitive performance, cognitive domain, non-demented elderly, moderating effect of education

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