AI Article Synopsis
- Socioeconomic position significantly impacts cognitive function in later life, but current research has limitations in understanding these relationships due to a narrow focus on cognition as a single concept.
- Most studies prioritize education over economic factors, despite evidence showing that economic resources also play a key role in cognitive outcomes.
- By analyzing data from the Health and Retirement Study, the research highlights the importance of considering different aspects of cognition, socioeconomic resources, and varying cohorts to accurately assess disparities and inform effective policy interventions.
Article Abstract
Although there is robust evidence that socioeconomic position influences later-life cognitive function, two issues limit knowledge regarding the nature and magnitude of these relationships and potential policy interventions. First, most social science research tends to treat cognition as a unitary concept despite evidence that cognitive outcomes are not interchangeable. Second, most biomedical research focuses exclusively on education, with limited attention to economic resources despite robust social science theoretical and empirical rationales for their role. Relatedly, there has been limited attention to how these relationships may vary across cohorts, even as educational and economic contexts have changed. Using the Health and Retirement Study (N = 36,494), we show that failing to attend to different facets of cognition, socioeconomic resources, and cohort differences leads to underestimates in the magnitude of educational and economic disparities in cognitive function and decline. This has important implications for appropriate policy interventions to address these disparities.
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| http://dx.doi.org/10.1177/00221465241276818 | DOI Listing |
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