Table 5.

Multiple linear regression models including the factors age, age-squared, gender, and/or education if significant (P<.05) for Amsterdam Cognition Scan outcome measures. All multiple regression analyses (MRA) are performed with normalized and standardized (mean 0, SD 1) scores. Education: 0=high, 1=low or medium; Gender: 0=female, 1=male.

Test	Variable	Beta	SE beta	Standard beta	t value	P value	R2	SD (residual)
Connect the Dots Ia,b	Constant	−.149	.066		2.26
	Age	−.042	.004	.549	10.44	<.001
	Gender	.401	.109	-.193	-3.68	<.001	0.324	0.819
Connect the Dots IIa,c	Constant	.101	.067		1.51
	Age	−.045	.004	−.580	-11.06	<.001
	Age-squared	−.001	.000	−.126	-2.40	.02	0.33	0.815
Wordlist Learning	Constant	−.001	.060		-.02
	Age	−.027	.005	−.346	-5.78	<.001	0.116	0.938
Wordlist Delayed Recall	Constant	.102	.077		1.32
	Age	−.018	.005	−.234	-3.79	<.001
	Gender	−.282	.128	−.136	-2.21	.03	0.068	0.961
Reaction Speeda,b	Constant	−.106	.078		1.35
	Age	−.019	.005	.248	3.98	<.001
	Gender	.272	.128	−.132	-2.12	.04	0.067	0.962
Place the Beadsa,d,e	Constant	.109	.067		1.63
	Age	−.014	.004	−.195	-3.96	<.001
	Educationf	−.226	.098	−.113	-2.30	.02	0.058	0.968
Box Tapping	Constant	−.145	.077		-1.90
	Age	−.023	.005	−.298	-4.86	<.001
	Gender	.372	.128	.179	2.91	.004	0.11	0.939
Fill the Grida,b	Constant	−.144	.069		-2.08
	Age	−.040	.004	−.505	-9.18	<.001
	Gender	.358	.114	.173	3.15	.002	0.267	0.852
Digit Sequences I	Constant	.103	.074		1.39
	Age	−.010	.005	−.130	-2.08	.04
	Education	−.350	.137	−.160	-2.56	.01	0.036	0.978
Digit Sequences II	Constant	.100	.074		1.35
	Age	−.015	.005	−.196	-3.15	<.001
	Education	−.357	.137	−.163	-2.61	.02	0.06	0.966
Total score	Constant	.068	.044		1.56
	Age	−.025	.002	−.597	-11.04	<.001
	Age-squared	.000	.000	−.117	-2.16	.03
	Gender	.120	.057	.111	2.10	.02
	Education	−.129	.061	−.112	-2.11	.03	0.351	0.420

^aReverse scoring was applied before MRA.

^bInverse transformations were applied (eg, 1/Connect the Dots I).

^cLog10 transformation was applied.

^dSquared root transformation was applied.

^eAnalyses performed on data from the Place the Beads sample.

^fNote that education levels were more balanced in the Place the Beads sample by including more participants with middle or lower education than in the main sample.