Objective: The goal of the current study was to examine the interaction between educational level and obstructive sleep apnea (OSA), one of the most under diagnosed sleep disorders, on cognitive functions such as verbal fluency, psychomotor vigilance, executive functions, visuospatial ability, and attention span.
Material and methods: One hundred and nine participants (47 controls and 62 untreated OSA patients) participated in the study and completed the Wisconsin Card Sorting Test, WAIS-III digit span and block design, semantic and phonemic fluency tests, and a psychomotor vigilance task. Subjective sleep and health measures were assessed.
Results: In semantic fluency and visuospatial ability tasks, patients with higher education performed better than patients with lower education and controls with lower education. This difference in moderation effects was not observed for vigilance, phonemic fluency, attention span, or executive functions although education was a significant predictor for all cognitive tasks.
Conclusion: Higher education may have contributed to cognitive reserve in OSA patients (but not for controls) as reflected in better semantic fluency and visuospatial ability. This benefit of higher education contributing to larger cognitive reserve in patients with OSA helped buffer the deficits for some cognitive functions but not for others. This may indicate that this buffer is not limitless because when the cognitive demand gets higher the educational buffer no longer works.
Keywords: Cognition; Education; Obstructive; Sleep Apnea.