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BackgroundHigher education consistently predicts improved late-life cognition. Racial differences in educational attainment likely contribute to inequities in dementia risk. However, few studies of education and cognition have controlled for prospectively measured early-life confounders or evaluated whether the education late-life cognition association is modified by race/ethnicity.MethodsAmong 2343 Black and White Project Talent Aging Study participants who completed telephone cognitive assessments, we evaluated whether the association between years of education and cognition (verbal fluency, memory/recall, attention, and a composite cognitive measure) differed by race, and whether these differences persisted when adjusting for childhood factors, including the cognitive ability.ResultsIn fully adjusted linear regression models, each additional year of education was associated with higher composite cognitive scores for Black [β=0.137; 95% confidence interval (CI)=0.068, 0.206] and White respondents (β=0.056; CI=0.034, 0.078) with an interaction with race ( P =0.03). Associations between education and memory/recall among Black adults (β=0.036; CI=-0.037, 0.109) and attention among White adults (β=0.022; CI=-0.002, 0.046) were nonsignificant. However, there were significant race-education interactions for the composite ( P =0.03) and attention measures ( P

Research has been conducted on the LiN(SiMe (sub)3) (sub)2. The reaction of this compound with 1 equiv of HOCH (sub)2 CMe (sub)3 in toluene has been investigated and the results are presented.

The COVID-19 outbreak was labeled a global pandemic by the WHO in March of 2020. During that same month, the number of confirmed cases and the death rate grew exponentially in the United States, creating a serious public-health emergency. Unfortunately, many Americans dismissed the pandemic as a hoax and failed to properly engage in helpful behaviors like social-distancing and increased hand-washing. Here, we examine a disposition—engagement in analytic-thinking—that might predict beliefs that the pandemic is a hoax and failures to change behavior in positive ways during that critical early period in March. Our results indicate that individuals less likely to engage effortful, deliberative, and reflective cognitive processes were more likely to believe the pandemic was a hoax and less likely to have recently engaged in social-distancing and hand-washing in March. We discuss possible implications of these results for understanding and addressing the COVID-19 pandemic. [ABSTRACT FROM AUTHOR]

Attributional style is hypothesized to be a causative factor in depression vulnerability; however, no studies to date have examined whether manipulation of attributional style influences depressed mood. The purpose of this study was to determine whether computer-based cognitive bias modification (CBM) procedures could modify attributional style and influence stress vulnerability. Participants were provided with multiple training trials that were intended to promote the use of either a positive or a negative attributional style. Compared with individuals in the negative attributional style condition, individuals in the positive attributional style condition showed decreased tendency to make self-deficient causal attributions for poor performance on a difficult anagram test. Furthermore, individuals in the positive attributional style condition reported less depressed mood in response to this academic stressor. These results suggest that attributional style is not invariable and can potentially be modified with CBM approaches. [ABSTRACT FROM AUTHOR]