Summary: A new study adds further weight to the theory that being educated may help to stave off Alzheimer’s disease.
Source: University of Cambridge.
The theory that education protects against Alzheimer’s disease has been given further weight by new research from the University of Cambridge, funded by the European Union. The study is published today in The BMJ.
Alzheimer’s disease is the leading cause of dementia. Its chief hallmark is the build of ‘plaques’ and ‘tangles’ of misshapen proteins, which lead to the gradual death of brain cells. People affected by Alzheimer’s experience memory and communication problems, disorientation, changes in behaviour and progressive loss of independence.
The causes of Alzheimer’s are largely unknown, and attempts to develop drug treatments to halt or reverse its effects have been disappointing. This has led to increasing interest in whether it is possible to reduce the number of cases of Alzheimer’s disease by tackling common risk factors that can be modified. In fact, research from the Cambridge Institute of Public Health has shown that the incidence of Alzheimer’s is falling in the UK, probably due to improvements in education, and smoking reduction and better diet and exercise.
“Many studies have shown that certain risk factors are more common in people with Alzheimer’s disease, but determining whether these factors actually cause Alzheimer’s is more difficult,” says Professor Hugh Markus from the Department of Clinical Neurosciences at the University of Cambridge.
“For example, many studies have shown that the more years spent in full time education, the lower the risk of Alzheimer’s. But it is difficult to unravel whether this is an effect of education improving brain function, or whether it’s the case that people who are more educated tend to come from more wealthy backgrounds and therefore have a reduction in other risk factors that cause Alzheimer’s disease.”
Professor Markus led a study to unpick these factors using a technique known as ‘Mendelian randomisation’. This involves looking at an individual’s DNA and comparing genes associated with environmental risk factors – for example, genes linked to educational attainment or to smoking – and seeing which of these genes are also associated with Alzheimer’s disease. If a gene is associated with both, then it provides strong evidence that this risk factor really does cause the disease.
As part of a project known as CoSTREAM, researchers studied genetic variants that increase the risk of a variety of different environmental risk factors to see if these were more common in 17,000 patients with Alzheimer’s disease. They found the strongest association with genetic variants that predict higher educational attainment.
“This provides further strong evidence that education is associated with a reduced risk of Alzheimer’s disease,” says first author Dr Susanna Larsson, now based at the Karolinska Institute, Sweden. “It suggests that improving education could have a significant effect on reducing the number of people who suffer from this devastating disease.”
Exactly how education might reduce the risk of Alzheimer’s is uncertain. Previous studies have shown that the same amount of damage in the brain is associated with less severe and less frequent Alzheimer’s in people who have received more education. One possible explanation is the idea of ‘cognitive reserve’ – the ability to recruit alternative brain networks or to use brain structures or networks not normally used to compensate for brain ageing. Evidence suggests that education helps improve brain wiring and networks and hence could increase this reserve.
The researchers also looked at other environmental risk factors, including smoking, vitamin D, and alcohol and coffee consumption. However, their results proved inconclusive. This may be because genes that predispose to smoking, for example, have only a very small effect on behaviour, they say.
About this neuroscience research article
Funding: The study was supported by the European Union’s Horizon 2020 Research and Innovation Programme.
Source: Craig Brierley – University of Cambridge Publisher: Organized by NeuroscienceNews.com. Image Source: NeuroscienceNews.com image is in the public domain. Original Research: Full open access research for “Modifiable pathways in Alzheimer’s disease: Mendelian randomisation analysis” by Susanna C Larsson, Matthew Traylor, Rainer Malik, Martin Dichgans, Stephen Burgess, and Hugh S Markus in The BMJ. Published online December 7 2017 doi:10.1136/bmj.j5375
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[cbtabs][cbtab title=”MLA”]University of Cambridge “Genetics Study Adds Further Evidence That Education Reduces Alzheimer’s Risk.” NeuroscienceNews. NeuroscienceNews, 9 December 2017. <https://neurosciencenews.com/education-alzheimers-8147/>.[/cbtab][cbtab title=”APA”]University of Cambridge (2017, December 9). Genetics Study Adds Further Evidence That Education Reduces Alzheimer’s Risk. NeuroscienceNews. Retrieved December 9, 2017 from https://neurosciencenews.com/education-alzheimers-8147/[/cbtab][cbtab title=”Chicago”]University of Cambridge “Genetics Study Adds Further Evidence That Education Reduces Alzheimer’s Risk.” https://neurosciencenews.com/education-alzheimers-8147/ (accessed December 9, 2017).[/cbtab][/cbtabs]
Modifiable pathways in Alzheimer’s disease: Mendelian randomisation analysis
Objective To determine which potentially modifiable risk factors, including socioeconomic, lifestyle/dietary, cardiometabolic, and inflammatory factors, are associated with Alzheimer’s disease.
Design Mendelian randomisation study using genetic variants associated with the modifiable risk factors as instrumental variables.
Setting International Genomics of Alzheimer’s Project. Participants 17 008 cases of Alzheimer’s disease and 37 154 controls.
Main outcome measures Odds ratio of Alzheimer’s per genetically predicted increase in each modifiable risk factor estimated with Mendelian randomisation analysis.
Results This study included analyses of 24 potentially modifiable risk factors. A Bonferroni corrected threshold of P=0.002 was considered to be significant, and P<0.05 was considered suggestive of evidence for a potential association. Genetically predicted educational attainment was significantly associated with Alzheimer’s. The odds ratios were 0.89 (95% confidence interval 0.84 to 0.93; P=2.4×10−6) per year of education completed and 0.74 (0.63 to 0.86; P=8.0×10−5) per unit increase in log odds of having completed college/university. The correlated trait intelligence had a suggestive association with Alzheimer’s (per genetically predicted 1 SD higher intelligence: 0.73, 0.57 to 0.93; P=0.01). There was suggestive evidence for potential associations between genetically predicted higher quantity of smoking (per 10 cigarettes a day: 0.69, 0.49 to 0.99; P=0.04) and 25-hydroxyvitamin D concentrations (per 20% higher levels: 0.92, 0.85 to 0.98; P=0.01) and lower odds of Alzheimer’s and between higher coffee consumption (per one cup a day: 1.26, 1.05 to 1.51; P=0.01) and higher odds of Alzheimer’s. Genetically predicted alcohol consumption, serum folate, serum vitamin B12, homocysteine, cardiometabolic factors, and C reactive protein were not associated with Alzheimer’s disease.
Conclusion These results provide support that higher educational attainment is associated with a reduced risk of Alzheimer’s disease.
“Modifiable pathways in Alzheimer’s disease: Mendelian randomisation analysis” by Susanna C Larsson, Matthew Traylor, Rainer Malik, Martin Dichgans, Stephen Burgess, and Hugh S Markus in The BMJ. Published online December 7 2017 doi:10.1136/bmj.j5375