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当代阿耳茨海默病研究

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ISSN (Print): 1567-2050
ISSN (Online): 1875-5828

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General Research Article

教育和APOEε4等位基因之间的相互作用对认知正常的成年人和阿尔茨海默氏病患者淀粉样蛋白β保留和记忆力的影响

卷 17, 期 11, 2020

页: [1023 - 1032] 页: 10

弟呕挨: 10.2174/1567205017666201229113416

open access plus

摘要

背景：尽管教育和APOEε4等位基因对淀粉样β（Aβ）的保留和记忆有影响，但先前的研究并未涉及阿尔茨海默病（AD）过程中两个因素对Aβ沉积和记忆功能的相互作用。目的：通过APOEε4等位基因相互作用评估没有认知功能障碍的认知正常老年人[CN（Aβ-），n = 45]和具有Aβ保持功能的阿尔茨海默氏病[AD（Aβ+）]的Aβ保持力和神经心理学测验得分， n = 33]。 方法：进行了多元回归分析（根据年龄，性别进行了调整），以考察教育程度，APOEε4等位基因的影响，以及使用[18F]氟替莫尔标准化摄取值比对这两个因素之间对全球，区域Aβ负荷的相互作用进行定量。 pons作为参考区域，以及每组中的神经心理学测验分数。 结果：教育和APOEε4等位基因之间的相互作用对CN（Aβ-）和AD（Aβ+）的顶叶（未校正p <0.05）和纹状体（Bonferroni校正p <0.05）的淀粉样蛋白负荷有影响。教育和APOEε4等位基因对每个CN（Aβ-）和AD（Aβ+）的记忆性能也有交互作用（未校正p <0.05）。两组的APOEε4携带者在受教育年限与Aβ负荷，记忆力之间的相关性方面呈现相反的斜率。 结论：目前的结果表明，在AD进展的开始和结束时，教育和APOEε4等位基因相互作用对AD病理学和记忆功能的不同影响可能是一种解释。但是，需要进一步的验证研究以证实这一解释。 _

关键词: 教育程度，APOEε4等位基因，淀粉样蛋白负荷，记忆力，认知储备，阿尔茨海默氏病，认知正常的老年人。

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