Objective: We conducted a clinicopathologic study in a large population with very low levels of education to determine whether very few years of education could contribute to cognitive reserve and modify the relation of neuropathologic indices to dementia.
Methods:In this cross-sectional study, we included 675 individuals 50 years of age or older from the Brazilian Aging Brain Study Group. Cognitive abilities were evaluated through a structured interview with an informant at the time of autopsy, including the Clinical Dementia Rating (CDR) scale. Neuropathologic examinations were performed using immunohistochemistry and following internationally accepted criteria. Multivariate linear regression models were conducted to determine whether the association between cognitive abilities (measured by CDR sum of boxes) and years of education was independent of sociodemographic variables and neuropathologic indices, including neuritic plaques, neurofibrillary tangles, lacunar infarctions, small-vessel disease, and Lewy bodies. In addition, interaction models were used to examine whether education modified the relation between neuropathologic indices and cognition.Results: Mean education was 3.9 6 3.5 years. The cognitive reserve theory is increasingly used to explain the clinicopathologic dissociation observed in Alzheimer disease (AD). 1 Approximately 30% of cognitively normal subjects have intermediate-to high-likelihood AD pathology at autopsy. [2][3][4][5][6][7] According to this theory, subjects with greater cognitive reserve require a more severe neuropathologic burden to reach the threshold for clinical dementia. 8 Previous clinicopathologic studies suggest that although education is not directly related to the development of neuropathologic lesions, it appears to reduce the impact of such lesions on the development of dementia, thereby increasing cognitive reserve. However, the studies supporting this hypothesis have investigated populations with relatively high levels of educational attainment, with mean formal education ranging from 9 to 18 years. [8][9][10][11][12] Little information is available regarding the effect of very few years of education on cognitive reserve. Low educational attainment is the reality for a high proportion of the elderly worldwide. According to a report from the United Nations Education, Scientific and Cultural Organization, nearly 800 million adults remained illiterate in 2009, representing about 16% of the global population. 13 Most of