Aperiodic component of EEG power spectrum and cognitive performance are modulated by education in aging.


Journal

Scientific reports
ISSN: 2045-2322
Titre abrégé: Sci Rep
Pays: England
ID NLM: 101563288

Informations de publication

Date de publication:
02 07 2024
Historique:
received: 30 11 2023
accepted: 26 06 2024
medline: 3 7 2024
pubmed: 3 7 2024
entrez: 2 7 2024
Statut: epublish

Résumé

Recent studies have shown a growing interest in the so-called "aperiodic" component of the EEG power spectrum, which describes the overall trend of the whole spectrum with a linear or exponential function. In the field of brain aging, this aperiodic component is associated both with age-related changes and performance on cognitive tasks. This study aims to elucidate the potential role of education in moderating the relationship between resting-state EEG features (including aperiodic component) and cognitive performance in aging. N = 179 healthy participants of the "Leipzig Study for Mind-Body-Emotion Interactions" (LEMON) dataset were divided into three groups based on age and education. Older adults exhibited lower exponent, offset (i.e. measures of aperiodic component), and Individual Alpha Peak Frequency (IAPF) as compared to younger adults. Moreover, visual attention and working memory were differently associated with the aperiodic component depending on education: in older adults with high education, higher exponent predicted slower processing speed and less working memory capacity, while an opposite trend was found in those with low education. While further investigation is needed, this study shows the potential modulatory role of education in the relationship between the aperiodic component of the EEG power spectrum and aging cognition.

Identifiants

pubmed: 38956186
doi: 10.1038/s41598-024-66049-2
pii: 10.1038/s41598-024-66049-2
doi:

Types de publication

Journal Article

Langues

eng

Sous-ensembles de citation

IM

Pagination

15111

Informations de copyright

© 2024. The Author(s).

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Auteurs

Sonia Montemurro (S)

Department of Philosophy, Sociology, Pedagogy and Applied Psychology, FISPPA, University of Padova, Padua, Italy. sonia.montemurro@unipd.it.

Daniel Borek (D)

Department of Data-Analysis, Faculty of Psychology and Educational Sciences, Ghent University, Ghent, Belgium.

Daniele Marinazzo (D)

Department of Data-Analysis, Faculty of Psychology and Educational Sciences, Ghent University, Ghent, Belgium.

Sara Zago (S)

IRCCS San Camillo Hospital, Venice, Italy.

Fabio Masina (F)

IRCCS San Camillo Hospital, Venice, Italy.

Ettore Napoli (E)

IRCCS San Camillo Hospital, Venice, Italy.

Nicola Filippini (N)

IRCCS San Camillo Hospital, Venice, Italy.

Giorgio Arcara (G)

IRCCS San Camillo Hospital, Venice, Italy.

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