Figure 5 —

Results of the interaction of Group × Education level. (a) Education level did not significantly affect the between-group difference in PA level (steps). (b) Education level was a significant predictor of increase in performance in Stroop Color–Word Test reading score, and the difference was driven by the low education subgroup. (c) Education level was a significant predictor of increase in performance in TUG-cognitive dual task, and the difference was driven by the low education subgroup.