Cognition in context: Pathways and compound risk in a sample of US non-Hispanic whites. (August 2021)

• Record Type: Journal Article
• Authors: Robinette, Jennifer W.; Boardman, Jason D.
• Is Part Of: Social science & medicine. Volume 283(2021)
• Publication Date: 2021-08
• Subjects: Cognition -- Polygenic score -- Education -- Wealth -- Neighborhoods -- Poverty; Social medicine -- Periodicals; Medical anthropology -- Periodicals; Public health -- Periodicals; Psychology -- Periodicals; Medicine -- Periodicals; Medicine -- Periodicals; Médecine sociale -- Périodiques; Anthropologie médicale -- Périodiques; Santé publique -- Périodiques; Psychologie -- Périodiques; Médecine -- Périodiques; Electronic journals; 362.105
• DOI: 10.1016/j.socscimed.2021.114183
• Languages: English
• ISSNs: 0277-9536

Abstract

Abstract: The population of individuals with cognitive impairment and dementia is growing rapidly, necessitating etiological investigation. It is clear that individual differences in cognition later in life have both genetic and multi-level environmental correlates. Despite significant recent progress in cellular and molecular research, the exact mechanisms linking genes, brains, and cognition remain elusive. In relation to cognition, it is unlikely that genetic and environmental risk factors function in a vacuum, but rather interact and cluster together. The purpose of the present study was to examine whether aspects of individual socioeconomic status (SES) explain the cognitive genotype-phenotype association, and whether neighborhood SES modifies the effects of genes and individual SES on cognitive ability. Using data from non-Hispanic White participants in the 2016 wave of the Health and Retirement Study, a national sample of United States adults, we examined links between a polygenic score for general cognition and performance-based cognitive functioning. In a series of weighted linear regressions and formal tests of mediation, we observed a significant genotype-phenotype association that was partially attenuated after including individual education to the baseline model, although little reductions were observed for household wealth or census tract-level percent poverty. These findings suggest that genetic risk for poor cognition is partially explained by education, and this pathway is not modified by poverty-level of the neighborhood. Highlights: Polygenic risk scores predict telephone-based tests of memory and mental status. Education obtainment partially explains cognitive genotype-phenotype association. Genetic scores unrelated to neighborhood poverty. Neighborhood poverty does not moderate cognitive genotype-phenotype association.