earticle

영어

Although educational attainment and physical activity tend to determine cognitive function among older adults, studies have shown inconsistent results. This study aimed to examine how physical activity and educa-tional attainment relate to the cognitive function of older adults. Educa-tional attainment was determined based on the total number of years of education received from formal educational institutions. All participants were classified as active or sedentary according to the Stanford Brief Activity Survey. Thereon, the participants were divided into four groups based on educational attainment and physical activity levels: the low education-sedentary (LESG; n=29, 74.06±5.39 years), low education- active (LEAG; n=34, 73.97±4.74 years), high education-sedentary (HESG; n=26, 74.34±5.17 years), and high education-active groups (HEAG; n=26, 74.11±4.53 years). Four domains of cognitive function were as-sessed using the Seoul Neuropsychological Screening Battery: atten-tion, visuospatial function, memory, and frontal/executive function. Lin-ear regression analyses were performed to investigate differences in cognitive function between the four groups, setting the low education- sedentary group as the reference. Among the domain of cognitive func-tion, attention differed significantly in the LESG from that in the HESG and HEAG. Educational attainment and physical activity levels influence cognitive function. A greater number of early-life educational experi-ences and regular physical activity in old age enhanced the cognitive function of older adults.