General cognitive ability in high school, attained education, occupational complexity, and dementia risk.

Based on these results, we retained three NTB variables (semantic fluency, immediate word list recall, and delayed word list recall) that were highly significant predictors (all p < .001) with excellent fit (Max‐rescaled R ‐square = 0.72, Hosmer–Lemeshow Goodness‐of‐fit (GOF) χ 2 = 8.25, p = .41; Max‐rescaled R‐square = 0.66, Hosmer–Lemeshow GOF χ 2 = 8.17, p = .41) for dementia and CI (dementia status and CIND status combined), respectively, within the ADAMS data.

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Years of education partially mediated the effect of adolescent cognitive ability on CI (indirect effect = −0.043, p < .001; β for path a = 0.266, p < .001; β for path b = −0.164, p < .001) but for AD8 the mediation relationship did not reach statistical significance (indirect effect = −0.017, p = .098; β for path b = −0.064, p = .096), adjusting for race, sex, age, and household SES.

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