Role of Education and Physical Activity in Executive Function Performance of Adult Population

Abstract

Background: Executive function performance has been extensively studied in extreme age groups, but the middle age population, where a decline could begin, is still under investigation. The role of factors like education and physical activity that might influence cognitive performance is not well understood. Objective: The study aimed to examine the influence of age, education, and physical activity on executive function performance and the interaction effects between these factors on two subpopulations of adults, i.e., young adults and middle-aged adults. Methods: 92 adults, 46 young adults (N = 24.4 ± 2.7 years, 25 postgraduates and 21 PhDs) and 46 middle-aged adults (N = 48.08 ± 5.79 years, 28 postgraduates and 18 PhDs), were included. Each subject performed Delayed Matching of Sample (DMS), Spatial Working Memory (SWM), and Multitasking (MTT) test on CANTAB. Physical activity levels were reported through IPAQ. Results: Results indicated age to have a major influence on DMS, SWM, and MTT performance; however, education was only found to influence SWM. MTT and SWM performance was found to be lower in middle-aged adults in comparison to young adults. On comparison of test scores between highly active and moderately active groups of middle-aged adults, no differences were found; however, in young adults, MTT correct scores (p < 0.05) were significantly higher in the highly active group in comparison to their counterparts. Interaction between age and level of education revealed better retrieval in middle-aged adults with higher education in comparison to their counterparts. Conclusion: In comparison to younger counterparts, executive function performance deteriorated around the middle ages. Education was found to play a protective role in executive abilities slowing during middle age. Also, physical activity may play some role in executive function performance.