A – 88 Cognitive Reserve: Socioeconomic Status Mediating Education on Verbal Ability and Memory

Abstract Objective Socioeconomic status (SES) has been found to be related to slower cognitive aging, but its role in cognitive reserve (CR) on cognition is not well investigated. This study examines the possible mediating role of SES in CR (i.e., education) on vocabulary ability and episodic verbal memory. Method This study analyzed data from 1,120 adults (Mean age = 60.20, SD = 9.35) from the Health and Retirement Study 2022. Vocabulary ability was assessed using an adapted WAIS-R Vocabulary subtest, and episodic verbal memory was measured using a 10-word immediate and delayed recall task. SES was quantified as a composite z-score of total value of wages, stocks, checking accounts, individual retirement accounts, bonds, and real-estate. Hierarchical multiple regression and mediation analyses with bootstrapping were conducted. Results After controlling for age and sex, SES and education explained an additional 10.7% of the variance in vocabulary ability; an additional 8% of the variance in immediate memory; and an additional 5.1% of the variance explained in delayed memory. SES and education were significant positive predictors of cognitive function. Mediation analyses of the direct and indirect effects indicated that SES partially mediates the relationship between education and vocabulary and episodic verbal memory. Conclusion The findings suggest that individuals with higher SES do gain greater cognitive benefits from their education, enhancing vocabulary and episodic memory- key contributors to CR. Accounting for SES improves the understanding of how protective lifestyle factors influence cognitive function in older age. These insights can inform targeted interventions aimed at reducing cognitive health disparities.