ArticleResearch on aging2021
College Selectivity and Later-Life Memory Function: Evidence From the Wisconsin Longitudinal Study.
Article in Research on aging, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
4 citing papers in PubMed.
- Associations of schooling type, qualification type and subsequent health in mid-adulthood: evidence from the 1970 British Cohort Study.Journal of epidemiology and community health · 2024Article
- Higher education and health at midlife: Evaluating the role of college quality.SSM - population health · 2022Article
- Life course linkages between enriching early-life activities and later life cognition: Evidence from the Wisconsin Longitudinal Study.Social science & medicine (1982) · 2022Article
- Assessing Dementia Prevalence in the Wisconsin Longitudinal Study: Cohort Profile, Protocol, and Preliminary Findings.Journal of Alzheimer's disease : JAD · 2021Article
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Authors and funding
2 authors.
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Abstract
Research has shown a consistent association between college completion and laterlife cognition. We extend this work by examining whether college selectivity-the achievement level required to gain admission to a college-is associated with memory functioning more than 50 years later. We analyze data from 10,317 participants in the 1957-2011 Wisconsin Longitudinal Study to examine the relationship between college selectivity and later-life memory. Models control for childhood, midlife socioeconomic status, and later-life health and adjust for selection bias. Selective college attendance was associated with small benefits in memory at age of 72 even after accounting for socioeconomic status in both childhood and midlife and later-life health. The results of this study suggest that college selectivity may be an important component of the education-cognitive functioning relationship that has modest implications for intracohort differences in later-life cognition.
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