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An analysis of massive cognitive and neuroimaging databases indicated that more education was associated with better memory, larger intracranial volume, and slightly larger volumes of memory-sensitive brain regions. However, contrary to popular theories, education did not appear to protect against the rate of age-related memory decline, nor did it weaken the effects of brain decline on cognition. The paper was published in Nature Medicine.
As people reach advanced age, they tend to start gradually losing their mental abilities. This is called age-related cognitive decline. It typically affects functions such as memory, attention, processing speed, and problem-solving. This decline is a normal part of aging and differs from more serious conditions like dementia or Alzheimer’s disease.
Many older adults notice mild forgetfulness, slower thinking, or difficulty learning new information. Biological changes in the brain, such as reduced neural activity and decreased blood flow, contribute to this process. Lifestyle factors like lack of physical activity, poor diet, and chronic stress can accelerate cognitive aging.
On the other hand, regular mental stimulation, social engagement, and physical exercise can help maintain cognitive health. Adequate sleep and managing conditions like hypertension or diabetes also play a role in slowing decline. The rate and severity of decline vary greatly among individuals. Some people maintain sharp cognitive abilities well into old age, while others experience noticeable difficulties.
Study author Anders M. Fjell and his colleagues note that leading theories propose that education reduces brain decline related to aging and enhances tolerance to brain pathology. Other theories propose that education does not affect cognitive decline but instead reflects higher early-life cognitive function. With this in mind, they conducted a study aiming to resolve this long-standing debate.
They conducted a large-scale mega-analysis of data from multiple longitudinal cohorts, including the Survey of Health, Ageing, and Retirement in Europe (SHARE) and the Lifebrain consortium. In total, they analyzed over 407,000 episodic memory scores from more than 170,000 participants across 33 countries. For the neuroimaging component, they analyzed 15,157 magnetic resonance imaging scans with concurrent memory tests from 6,472 participants across seven countries. In their analyses, they defined brain decline as reductions over time in memory-sensitive brain regions within the same participant.
Results showed that while older age was associated with lower memory scores, the association between education level and the rate of memory decline was negligible. Individuals with a higher education level tended to have better memory throughout their lives but did not differ from their less-educated peers in the speed with which their memory declined as they aged.
Individuals with more education also tended to have a larger intracranial volume (a proxy for maximum brain size developed early in life) and slightly larger volumes of memory-sensitive brain regions.
“In this large-scale, geographically diverse longitudinal mega-analytic study, we found that education is related to better episodic memory and larger intracranial volume and modestly to memory-sensitive brain regions. These associations are established early in life and not driven by slower brain aging or increased resilience to structural brain changes. Therefore, effects of education on episodic memory function in aging likely originate earlier in life,” the study authors concluded.
The study contributes to the scientific understanding of factors affecting age-related cognitive decline by providing strong evidence that education provides a “head start” rather than acting as a shield against decline. The research focused on episodic memory because it is particularly sensitive to the effects of aging and is a key indicator in dementia research. Sensitivity analyses on other cognitive tests, such as numeric skills and orientation, showed the same pattern, strengthening the study’s main conclusion.
The paper, “Reevaluating the role of education on cognitive decline and brain aging in longitudinal cohorts across 33 Western countries,” was authored by Anders M. Fjell, Ole Rogeberg, Øystein Sørensen, Inge K. Amlien, David Bartrés-Faz, Andreas M. Brandmaier, Gabriele Cattaneo, Sandra Düzel, Håkon Grydeland, Richard N. Henson, Simone Kühn, Ulman Lindenberger, Torkild Hovde Lyngstad, Athanasia M. Mowinckel, Lars Nyberg, Alvaro Pascual-Leone, Cristina Solé-Padullés, Markus H. Sneve, Javier Solana, Marie Strømstad, Leiv Otto Watne, Kristine B. Walhovd, and Didac Vidal-Piñeiro.
