title: Influence of Formal Education on Cognitive Reserve in Patients with Multiple Sclerosis.
abstract: The concept of cognitive reserve (CR) and its influence on cognitive impairment has attracted increasing interest. One hundred twenty-eight patients with multiple sclerosis (MS) from Southern Germany were evaluated during the years 2000 to 2012. Twenty-seven neuropsychological (NP) tests were applied regarding basic cognitive functions, attention, executive functions, visual perception and construction, memory and learning, problem solving, and language. By this retrospective approach, a comprehensive NP profile of the investigated individuals was established. An effect of timespan of formal education on CR was observed. Enrichment by reading, physical activities, and challenging vocational practices had more profound effects in patients who had undergone a shorter educational period compared to a longer educational period. In summary, our study demonstrates that the advantage of longer formal education periods, compared to shorter formal education periods, can be counterbalanced by high frequencies of reading, physical activities, and challenging vocational practices in patients with MS.
authors.affiliation: Department of Neurology, University of Regensburg , Regensburg , Germany.
authors.forename: Ralf
authors.initials: R
authors.lastname: Luerding
authors.affiliation: Department of Neurology, University of Regensburg , Regensburg , Germany.
authors.forename: Sophie
authors.initials: S
authors.lastname: Gebel
authors.affiliation: Department of Neurology, University of Regensburg , Regensburg , Germany.
authors.forename: Eva-Maria
authors.initials: EM
authors.lastname: Gebel
authors.affiliation: Department of Neurology, University of Regensburg , Regensburg , Germany.
authors.forename: Susanne
authors.initials: S
authors.lastname: Schwab-Malek
authors.affiliation: Department of Neurology, University of Regensburg , Regensburg , Germany.
authors.forename: Robert
authors.initials: R
authors.lastname: Weissert
keywords: cognition; cognitive reserve; educational status; multiple sclerosis; neuropsychology