080) and ideational praxis score (P = 0.061). On the contrary, none of the tests changed significantly over time within MCI patients with high education level. Education influenced the performance over the follow-up time of seven of the above function tests, as the two-way mixed ANOVA showed that the interaction between the levels of education and the change over time was statistically significant for NO (P
Inhibitors,research,lifescience,medical = 0.009), DF (P = 0.012), LT (P = 0.021), CD (P = 0.022), BXB (P = 0.033), BFB (P = 0.041), and BNT (P = 0.002) (Tables 1–3). Table 1 Verbal scores of subjects with MCI in relation to their educational level Table 3 Boston Naming Test scores of subjects with MCI in relation to their educational level Table 2 Nonverbal scores of subjects with MCI in relation to their educational level 5-FU nmr during our sequential evaluations, we considered an outcome of interest, the cognitive performance at our last follow-up evaluation (12 months). Analysis of covariance, controlling for baseline scores, showed a statistically significant effect of Inhibitors,research,lifescience,medical education on the NO score (adjusted mean values ± SE, 9.88 ± 0.28 and 11.58 ± 0.44 in the low and high levels of education, respectively, P = 0.002), DF score (4.51 ± 0.16 and 5.41 ± 0.27,
P = 0.005), LT (20.92 ± 0.60 and 23.96 ± 0.93, P = 0.008), CD score (3.70 ± 0.19 and 4.68 Inhibitors,research,lifescience,medical ± 0.31, P = 0.008), BXB score (33.12 ± 1.18 and 44.36 ± 1.84, P = 0.0001), BFB (3.62 ± 0.43 and 4.48 ± 0.32, P = 0.022), and BNT (41.19 ± 1.39 and 48.84 ± 2.17, P = 0.004), with lower scores being documented in the group Inhibitors,research,lifescience,medical of patients with low education level. Moreover, similar results were obtained when education was treated as a continuous variable (in years; range, 0–16 years;
median value, 6 years); in the linear regression analysis (adjusting for demographic and clinical characteristics and baseline scores), the duration of education was independently and positively associated with the Inhibitors,research,lifescience,medical following function tests: NO (β = 0.457, SE = 0.087, P = 0.001, R2 = 27.7%), DF (β = 0.274, SE = 0.051, P = 0.002, R2=23.8%), LT (β = 0.980, SE = 0.141, P = 0.014, R2 = 15.1%), CD (β = 0.211, SE = 0.044, P = 0.023, R2 = 12.5%), BXB (β = 1.284, SE = 0.267, P = 0.017, R2 = 14.2%), BFB (β = 0.204, SE = 0.038, P = 0.031, R2 = 11.9%), and BNT (β = 2.085, SE = 0.310, P these = 0.002, R2 = 25.3%). The positive effect of higher education was reflected by comparing the mean change during the 12-month follow-up (ΔScore0_12; Tables 1–3) between the two levels of education; statistically significant differences were found on the following function tests: naming objects (NO) (P < 0.001), definition (DF) (P = 0.008), language (LT) (P = 0.008), drawing (CD) (P = 0.037), naming without help (BXB) (P = 0.013), naming with phonemic help (BFB) (P = 0.049), and Boston naming test (BNT) (P = 0.029).