People with diabetes have been shown to have challenges in cognitive-linguistic performance. This is the first study of (1) the relationship between continuous glucose levels measured during extensive cognitive- linguistic assessment and (2) patterns of variation in glucose levels corresponding to performance, in adults with and without diabetes. Results are contextualized in terms of self-reported symptoms. Despite reporting less symptom severity, adults with diabetes scored worse on each measure for which performance differed significantly between groups. For both groups, differences between repeated measures of performance correlated significantly with differences in actual glucose values. Clinical and research implications are discussed
