12 research outputs found
Recommended from our members
Literacy and Memory Decline among Ethnically Diverse Elders
Literacy may be a more powerful indicator of brain reserve than years of education. Literacy level may be a proxy for native intellectual capacity or life experience that can compensate for brain damage or provide brain reserve. Alternately, the experience of acquiring literacy skills may in itself change the organization of the brain and increase protection against cognitive decline. However, because people with low levels of literacy obtain poor scores on most cognitive measures, only longitudinal studies can elucidate the role of reading ability in reserve. We determined whether literacy skills could predict cognitive change in a sample of 136 English-speaking African American, Caucasian, and Hispanic elders selected from a longitudinal aging study in New York City. According to a physician’s independent examination, all participants were nondemented throughout the four longitudinal assessments. Literacy level was assessed using the WRAT-3 reading subtest. After accounting for age at baseline and years of education, GEE analyses showed that elders with low levels of literacy had a steeper decline in both immediate and delayed recall of a word list over time as compared to high literacy elders. Our findings suggest that literacy skills are protective against memory decline among nondemented elders
Recommended from our members
Acculturation, Reading Level, and Neuropsychological Test Performance Among African American Elders
The independent effects of cultural and educational experience on neuropsychological test performance were examined among 503 nondemented African Americans ages 65 and older. Measures of cultural experience (acculturation) and quality of education (reading level) were administered. Reading level was the most influential predictor of cognitive test performance, even afler accounting for age, sex, years of education, and acculturation level. Age had small but significant unique ejfects on most measures, especially word list learning. Years of education had independent effects on measures of verbal abstraction, fluency, and figure matching. More acculturated African Americans obtained higher scores on most measures; however, after accounting for age, years of education, sex, and reading level, the effect of acculturation was diminished. The results suggest that quality of education and cultural experience influence how older African Americans approach neuropsychological tasks; therefore, adjustment for these variables may improve specificity of neuropsychological measures
Recommended from our members
The Three Cities Test: Preliminary Validation of a Short Bedside Memory Test in Persons with Acute Stroke
Screening tests for memory can be administered more quickly than standard tests of memory. They can be particularly useful with patients with acute medical illness or with the elderly who are unable to tolerate complex or lengthy memory testing, such as patients with acute stroke. However, screening measures for memory often lack validation and may have significant psychometric limitations. The purpose of this study was to validate and determine the psychometric properties of the Three Cities Test (TCT), a short test of memory that uses a selective reminding paradigm and the names of well-known cities as stimuli. The TCT was administered to 115 subjects: 60 patients with acute cerebrovascular accidents (Stroke group) and 55 age-matched orthopedic control patients (Ortho group). Results show that the TCT was significantly correlated with general measures of cognition (MMSE), another well-validated measure of learning and memory (HVLT-R), and clinical variables such as length of hospitalization and functional recovery. Compared to the Ortho group, the Stroke group had significantly worse performance on the TCT in terms of number of trials to criterion, delayed recall, and recognition discrimination. Preliminary results suggest that this instrument is well-received by patients with acute medical illness and cognitive impairment and that it possesses good construct and discriminative validity. Sensitivity and specificity performance as well as recommended cut scores are offered for the TCT
Recommended from our members
Neuropsychological Test Performance: A Study of Non-Hispanic White Elderly*
This study examined within-group differences in neuropsychological test performance between US versus foreign-born English-speaking White elders. Participants included 193 randomly selected English-speaking elderly community residents who self-identi®ed as non-Hispanic White. Participants were classi®ed as US (n ˆ 106) or foreign-born (n ˆ 87). All participants were independently diagnosed by a physician as nondemented. After controlling for years of education, participants born in the United States obtained signi®cantly higher scores on measures of verbal abstract reasoning, naming, and ¯uency than foreign-born elders. These results suggest that although non-Hispanics White are often treated as a homogeneous group, performance differences exist even within this group. Effects of acculturation level and language use on cognitive styles may help explain these ®ndings
Recommended from our members
Literacy and cognitive change among ethnically diverse elders
Research concerned with relations between literacy level and assessment of cognition among ethnically diverse elders is presented. The evidence suggests that literacy has a profound effect on neuropsychological measures across verbal and nonverbal domains, and that this effect is independent of other demographic and experiential factors such as age, years of education, sex, ethnicity, and language use. It appears that reading level is a more sensitive predictor of baseline test performance, and also that literacy skills are protective against memory decline. Adjustment for reading level, which in part reflects quality of education, overcomes the limitations of years of education as an index of educational experience among multicultural elders and thus can improve the specificity of certain neuropsychological measures. Differences in organization of visuospatial information, lack of previous exposure to stimuli, and difficulties with interpretation of the logical functions of language are possible factors that affect test performance of elders with low levels of literacy
Recommended from our members
Reading level attenuates differences in neuropsychological test performance between African American and White elders
The current study sought to determine if discrepancies in quality of education could explain differences in cognitive test scores between African American and White elders matched on years of education. A comprehensive neuropsychological battery was administered to a sample of African American and non-Hispanic White participants in an epidemiological study of normal aging and dementia in the Northern Manhattan community. All participants were diagnosed as nondemented by a neurologist, and had no history of Parkinson's disease, stroke, mental illness, or head injury. The Reading Recognition subtest from the Wide Range Achievement Test–Version 3 was used as an estimate of quality of education. A MANOVA revealed that African American elders obtained significantly lower scores than Whites on measures of word list learning and memory, figure memory, abstract reasoning, fluency, and visuospatial skill even though the groups were matched on years of education. However, after adjusting the scores for WRAT–3 reading score, the overall effect of race was greatly reduced and racial differences on all tests (except category fluency and a drawing measure) became nonsignificant. These findings suggest that years of education is an inadequate measure of the educational experience among multicultural elders, and that adjusting for quality of education may improve the specificity of certain neuropsychological measures. ( JINS , 2002, 8 , 341–348.