Compensatory Benefits of Cognitive Activities on Episodic Memory and Executive Functioning in Adults with Lower Education Levels

Research Poster Health & Life Sciences 2025 Graduate Exhibition

Presentation by Thakshila Dasanayake

Exhibition Number 144

Abstract

Introduction- Higher education and frequent engagement in cognitive activities are associated with better cognitive performance including episodic memory (EM) and executive functioning (EF) in later life. However, the relationship between the compensatory benefits of these two factors is somewhat unclear. Objectives- To examine the interaction between education level and frequency of cognitive activity on EM and EF in adulthood. Methods- The sample included participants from the second wave (2004-2006) of the Midlife in the United States (MIDUS) study (n=4,206; Mage = 55.4(12.33); range: 24-84 years). Stepwise regression was performed, with EM and EF separately regressed on (1) level of education, (2) both education and cognitive activity average, and (3) the interaction between education and cognitive activity while controlling for age, gender, marital status, income, and self-rated health. Results- Compared to participants with a higher education level, those with lower education had lower EM (=-0.216, p=0.0001). Considering the cognitive activities composite score, the effect of education was still significant but reduced (=-0.114, p=0.0007). Those with lower education had lower EF (=-0.49, p=0.0001) but association of EF with education was largely unchanged when considering cognitive activities (=-0.411=0.0001). The interaction between education and cognitive activity was not significant for EM (= -0.014 p=0.93) or EF (= -0.007, p=0.627). Conclusion/Implications- Cognitive activities may moderate the association between level of education and EM in adulthood. Therefore, engaging in frequent cognitive activities may help to compensate for factors that negatively influence cognition in later life, but are less modifiable, such as educational attainment.

Importance

Having a higher level of education helps maintain memory and thinking abilities as we age. However, even for those with less formal education, staying mentally active can still support memory. This study shows that while education is strongly linked to better memory and thinking skills, engaging in activities like reading, solving puzzles, or learning new things may help improve memory, even for those with lower education levels. However, these activities do not seem to have the same impact on skills like planning and problem-solving. Still, keeping the brain engaged is a simple and effective way to support memory and overall cognitive health. This highlights the importance of lifelong learning and mental stimulation, regardless of a person’s education level.

DEI Statement

My research examines how lifelong cognitive engagement can reduce disparities in memory health among adults with lower educational attainment—a group often underserved in cognitive aging research. By identifying modifiable factors (e.g., puzzles, reading) that may compensate for systemic inequities in educational access, this work addresses socioeconomic and health disparities linked to cognitive decline. It highlights actionable strategies to promote equity in brain health, particularly for individuals disadvantaged by early-life barriers to education. Findings underscore the importance of accessible, lifelong mental stimulation as a tool for social mobility and cognitive resilience. At the Graduate Research Exhibition, I will emphasize how fostering inclusive cognitive health practices can mitigate inequalities rooted in educational privilege, advancing DEI in public health and aging research