3 research outputs found
āļāļēāļĢāļĻāļķāļāļĐāļēāļāļ§āļēāļĄāļŠāļąāļĄāļāļąāļāļāđāļĢāļ°āļŦāļ§āđāļēāļāļĢāļ°āļāļąāļāļāļēāļĢāļĻāļķāļāļĐāļēāđāļĨāļ°āļāļ§āļēāļĄāļŠāļēāļĄāļēāļĢāļāđāļāļāļēāļĢāđāļāļīāļ āļāļāļ°āļĢāļāļāļ§āļāļāļĢāļ°āļāļ§āļāļāļēāļĢāļāļīāļāđāļāļāļđāđāļŠāļđāļāļāļēāļĒāļļ Associations between Education Levels and Gait Performance during the Cognitive Dual Tasking in Older Adults
āļ§āļąāļāļāļļāļāļĢāļ°āļŠāļāļāđ: āđāļāļ·āđāļāļĻāļķāļāļĐāļēāļāļķāļāļāļĨāļāļĢāļ°āļāļāļāļāļāļĢāļ°āļāļąāļāļāļēāļĢāļĻāļķāļāļĐāļēāļāđāļāļāļ§āļēāļĄāļŠāļēāļĄāļēāļĢāļāđāļāļāļēāļĢāđāļāļīāļāđāļĨāļ°āļāđāļāļāļĢāļ°āļāļ§āļāļāļēāļĢāļāļīāļāļāļĩāđāđāļāļĩāđāļĒāļ§āļāļąāļāļāļ§āļēāļĄāļāļģāļāļģāļāļēāļāđāļāļāļēāļĢāļāļģāļāļīāļāļāļĢāļĢāļĄ 2 āļāļĒāđāļēāļāļāļĢāđāļāļĄāļāļąāļāđāļāļāļđāđāļŠāļđāļāļāļēāļĒāļļ āļ§āļīāļāļĩāļāļēāļĢāļĻāļķāļāļĐāļē: āļāļđāđāļŠāļđāļāļāļēāļĒāļļāļāļĨāļļāđāļĄāļāļĩāđāļĄāļĩāļĢāļ°āļāļąāļāļāļēāļĢāļĻāļķāļāļĐāļēāļāđāļģ āļāļģāļāļ§āļ 20 āļāļ āđāļĨāļ°āļĢāļ°āļāļąāļāļāļēāļĢāļĻāļķāļāļĐāļēāļŠāļđāļ āļāļģāļāļ§āļ 20 āļāļ āđāļāđāļēāļĢāđāļ§āļĄāļāļēāļĢāļĻāļķāļāļĐāļēāļāļĩāđ āđāļāļĒāļāļąāđāļāļŠāļāļāļāļĨāļļāđāļĄāļĄāļĩāļāļēāļĒāļļāđāļāļĨāļĩāđāļĒāđāļāļĨāđāđāļāļĩāļĒāļāļāļąāļ (āļāļēāļĒāļļāđāļāļĨāļĩāđāļĒ 68.25 Âą 3.46 āļāļĩ āđāļāļāļĨāļļāđāļĄāļĢāļ°āļāļąāļāļāļēāļĢāļĻāļķāļāļĐāļēāļāđāļģ āđāļĨāļ°āļāļēāļĒāļļāđāļāļĨāļĩāđāļĒ 67.85 Âą 5.51āļāļĩ āđāļāļāļĨāļļāđāļĄāļĢāļ°āļāļąāļāļāļēāļĢāļĻāļķāļāļĐāļēāļŠāļđāļ āļāļēāļĢāļāļĢāļ°āđāļĄāļīāļāļāļ§āļēāļĄāļŠāļēāļĄāļēāļĢāļāđāļāļāļēāļĢāđāļāļīāļāļāļ°āļāļĢāļ°āđāļĄāļīāļāļāļāļ°āđāļāļīāļāđāļāđāļāļĢāļ°āļĒāļ°āļāļēāļ 10 āđāļĄāļāļĢ āđāļĨāļ°āļāļĢāļ°āđāļĄāļīāļāļāļāļ°āđāļāļīāļāļĢāļ°āļĒāļ°āļāļēāļ 10 āđāļĄāļāļĢāļĢāđāļ§āļĄāļāļąāļāļāļēāļĢāļāļģāļāļīāļāļāļĢāļĢāļĄāļāļēāļāļāļ§āļēāļĄāļāļīāļ āļāļīāļāļāļĢāļĢāļĄāļāļēāļāļāļ§āļēāļĄāļāļīāļ āļāļĢāļ°āļāļāļāļāđāļ§āļĒāļāļīāļāļāļĢāļĢāļĄāļĨāļāđāļĨāļāļāļĩāļĨāļ° 3 āļāļīāļāļāļĢāļĢāļĄāļāļāļāļāļąāļ§āđāļĨāļāļāļēāļĄāļāļĩāđāđāļāđāļĒāļīāļ āđāļĨāļ°āļāļīāļāļāļĢāļĢāļĄāļāļāļāļāļ·āđāļāļāļģāļāļĩāđāļāļķāđāļāļāđāļāļāđāļ§āļĒāļāļąāļ§āļāļąāļāļĐāļĢāļāļĩāđāļāļģāļŦāļāļ āđāļāļĒāļāļ°āļĄāļĩāļāļēāļĢāļŠāļļāđāļĄāļĨāļģāļāļąāļāļāļāļāļāļīāļāļāļĢāļĢāļĄāļāļēāļāļāļ§āļēāļĄāļāļīāļāļāļāļ°āđāļāļīāļ āļāļĨāļāļēāļĢāļĻāļķāļāļĐāļē: āļĢāļ°āļāļąāļāļāļēāļĢāļĻāļķāļāļĐāļēāļĄāļĩāļāļĨāļāļĒāđāļēāļāļĄāļĩāļāļąāļĒāļŠāļģāļāļąāļāļāđāļāļāļ§āļēāļĄāđāļĢāđāļ§āđāļāļāļēāļĢāđāļāļīāļ (F(1,152) = 13.66, p < 0.001) āļāđāļ§āļāđāļ§āļĨāļēāđāļāļāļēāļĢāļāđāļēāļ§ (F(1,152) = 11.53, p < 0.01) āļĢāļ°āļĒāļ°āļāđāļēāļ§āļāļē (F(1,152) = 15.81, p < 0.001) āđāļĨāļ°āļāļģāļāļ§āļāļāđāļēāļ§āļāđāļāļāļēāļāļĩ (F(1,152) = 14.57, p < 0.01) āļāļĒāđāļēāļāđāļĢāļāđāļāļēāļĄāļĢāļ°āļāļąāļāļāļēāļĢāļĻāļķāļāļĐāļēāđāļĄāđāļĄāļĩāļāļĨāļāđāļāļāļ§āļēāļĄāđāļāļĢāļāļĢāļ§āļāđāļāļāļēāļĢāđāļāļīāļ āđāļĨāļ°āļāļĨāļāļāļāļāļēāļĢāļāļģāļāļīāļāļāļĢāļĢāļĄāļŠāļāļāļāļĒāđāļēāļāļāļĢāđāļāļĄāļāļąāļāļāđāļēāļāļāļĢāļ°āļāļ§āļāļāļēāļĢāļāļīāļ āļŠāļĢāļļāļ āļĢāļ°āļāļąāļāļāļēāļĢāļĻāļķāļāļĐāļēāļĄāļĩāļāļĨāļāđāļāļāļēāļĢāđāļāļīāļāđāļāļāļēāļĢāļāļĢāļ§āļāļāļĢāļ°āđāļĄāļīāļāļāļ§āļēāļĄāļŠāļēāļĄāļēāļĢāļāđāļāļāļēāļĢāļāļĢāļāļāļąāļ§āļāļāļ°āđāļāļīāļāļāđāļ§āļĒāļ§āļīāļāļĩāļĢāļāļāļ§āļāļāļĢāļ°āļāļ§āļāļāļēāļĢāļāļīāļāđāļĨāļ°āļāļēāļĢāđāļāļĨāļ·āđāļāļāđāļŦāļ§āđāļāļāļđāđāļŠāļđāļāļāļēāļĒāļļ āđāļāļĒāđāļāļāļđāđāļĄāļĩāļĢāļ°āļāļąāļāļāļēāļĢāļĻāļķāļāļĐāļēāļŠāļđāļāđāļāļīāļāđāļāđāđāļĢāđāļ§āļāļ§āđāļē āļāļĒāđāļēāļāđāļĢāļāđāļāļēāļĄāļĢāļ°āļāļąāļāļāļēāļĢāļĻāļķāļāļĐāļēāđāļĄāđāļĄāļĩāļāļĨāļāđāļāļāļ§āļēāļĄāđāļāļĢāļāļĢāļ§āļāđāļāļāļēāļĢāđāļāļīāļāđāļĨāļ°āļāļĨāļāļāļāļāļēāļĢāļāļģāļāļīāļāļāļĢāļĢāļĄāļŠāļāļāļāļĒāđāļēāļāļāļĢāđāļāļĄāļāļąāļāđāļāļāļĢāļ°āļāļ§āļāļāļēāļĢāļāļīāļāļāļĩāđāđāļāļĩāđāļĒāļ§āļāđāļāļāļāļąāļāļāļīāļāļāļĢāļĢāļĄāļāļēāļāļāļ§āļēāļĄāļāļīāļāļāļ§āļēāļĄāļāļģāļāļģāļāļēāļ
āļāļģāļŠāļģāļāļąāļ: āļāļĢāļ°āļāļ§āļāļāļēāļĢāļāļīāļ, āļāļēāļĢāļĢāļāļāļ§āļāļāļĢāļ°āļāļ§āļāļāļēāļĢāļāļīāļ, āļĢāļ°āļāļąāļāļāļēāļĢāļĻāļķāļāļĐāļē, āļāļēāļĢāđāļāļīāļ
Abstract
Objective: To examine whether there are education differences in dual-task performances with working memory tasks in older adults. Methods: Twenty older adults with a low level of education and 20 older adults with a high level of education participated in the present study. Both groups have a similar age range (low level of education aged 68.25 Âą 3.46, high level of education aged 67.85 Âą 5.51). Gait was assessed under single task (10-meter walk without a cognitive task) and dual-task (walk with a cognitive task). Three cognitive tasks that were simultaneously performed during walk were subtraction, auditory working memory, and phonologic fluency that randomized in order. Results: Main effects of education were found for gait speed (F(1,152) = 13.66, p < 0.001), stride time (F(1,152) = 11.53, p < 0.01), stride length (F(1,152) = 15.81, p < 0.001), and cadence (F(1,152) = 14.57, p < 0.01). Education levels had no significant main effects on gait variability and cognitive dual-task effect (DTE). Conclusion: Education levels significantly affected gait performances in older adults. The older adults with a high education level demonstrated better performances during walking simultaneously with cognitive tasks. However, no effects of education were found on gait variability and cognitive DTE.
Keywords: cognitive, dual-task interference, education level, gai
Walking devices used by community-dwelling elderly: Proportion, types, and associated factors
Background: Advancing age is likely to increase the requirement for walking devices. However, the existing evidence mostly involves all types of external devices used from participants in developed countries with or without medical problems. The findings may be different from the data on the use of walking devices exclusively, particularly for the elderly who live in a rural community of a developing country.
Objective: This study explored the proportion, types, and factors associated with the use of walking devices in 343 elderly aged âĨ 65Â years who live in a rural area of Thailand.
Methods: The participants were interviewed and assessed for their walking device used and functional mobility.
Results: The data demonstrated that 74 participants (22%) used a walking device for mobility. Most of them used a modified walking stick (70%), followed by a standard single cane (27%), and a walker (3%). Although most of these participants used a walking device due to their own determination with only a few of them using it according to medical prescription, their functional ability was significantly poorer than those who walked without a walking device (p < 0.05). Being unable to walk faster than 1 m/s and having a caregiver had the strongest relationship with the use of a walking device. The findings may be related to the study's locations. Being in a rural community of a developing country with a low level of education, participants may encounter some difficulty in accessing proper medical services. Therefore they used a device that could possibly help them to execute daily activities independently.
Conclusion: Our findings may provide an insight into planning programmes for health monitoring and promotion, and medical services for community-dwelling elderly who live in a similar context