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Interaction effects of education and health status on cognitive change: A 6-year follow-up of the Maastricht Aging Study


Meijer, Willemien A., van Boxtel, Martin P. J., Van Gerven, Pascal W. M., van Hooren, Susan A. H., Jolles, Jelle


Aging & Mental Health, Volume: 13, No.: 4, Pages.: 521-529

Year of Publication



Objectives: The aim of this study was to test for interactions between education and health status (i.e., physical, social, and psychological functioning) with respect to baseline cognitive performance and change over 6 years. Method: Longitudinal data from the Maastricht Aging Study of 1344 men and women aged 24-47 and 49-77 were used. Results: Education by health interactions were restricted to the younger group. The components of health status that most consistently interacted with education were physical functioning on cognitive performance at baseline and physical and psychological functioning on cognitive change. Conclusion: These results indicate that high education attenuates age-related decline and lower baseline performance incurred by low health status in persons younger than 50. (PsycINFO Database Record (c) 2012 APA, all rights reserved). (journal abstract)

Bibtex Citation

@article{Meijer_2009, doi = {10.1080/13607860902860821}, url = {}, year = 2009, month = {jul}, publisher = {Informa {UK} Limited}, volume = {13}, number = {4}, pages = {521--529}, author = {Willemien A. Meijer and Martin P.J. van Boxtel and Pascal W.M. Van Gerven and Susan A.H. van Hooren and Jelle Jolles}, title = {Interaction effects of education and health status on cognitive change: A 6-year follow-up of the Maastricht Aging Study}, journal = {Aging {&} Mental Health} }


aging, cognitive ability, cognitive aging, cognitive change, cognitive impairment, educational attainment level, health, health status, memory

Countries of Study


Types of Study

Cohort Study

Type of Outcomes




Type of Interventions

Risk Factor Modification

Risk Factor Modifications

General population health promotion