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Examining the non-linear effects of education on Alzheimer's and non-Alzheimer's disease: Sex-stratified analysis of 17,671 older persons

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  • Liew, Tau Ming
  • Ang, Li Chang

Abstract

Higher educational attainment is strongly associated with a reduced risk of neurocognitive disorders (NCDs). However, the literature is not yet clear on (1) the minimum years of compulsory education that would sufficiently mitigate the risk of NCDs, and (2) whether educational attainment has differential effects across sexes. To bridge these gaps, this study sought to model potential non-linear relationship between years of education and NCD risk, across men and women.

Suggested Citation

  • Liew, Tau Ming & Ang, Li Chang, 2024. "Examining the non-linear effects of education on Alzheimer's and non-Alzheimer's disease: Sex-stratified analysis of 17,671 older persons," Social Science & Medicine, Elsevier, vol. 348(C).
    • Handle: RePEc:eee:socmed:v:348:y:2024:i:c:s0277953624002892
    DOI: 10.1016/j.socscimed.2024.116845
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    References listed on IDEAS

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    1. Maria Arrazola & Jose de Hevia, 2006. "Gender Differentials in Returns to Education in Spain," Education Economics, Taylor & Francis Journals, vol. 14(4), pages 469-486.
    2. Xiangfei Meng & Carl D’Arcy, 2012. "Education and Dementia in the Context of the Cognitive Reserve Hypothesis: A Systematic Review with Meta-Analyses and Qualitative Analyses," PLOS ONE, Public Library of Science, vol. 7(6), pages 1-16, June.
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    4. Angel López-Nicolás & Jaume García & Pedro J. Hernández, 2001. "How wide is the gap? An investigation of gender wage differences using quantile regression," Empirical Economics, Springer, vol. 26(1), pages 149-167.
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