Feggy Ostrosky?Solís|Alfredo Ardila|Mónica Rosselli|Gabriela López?Arango|V. Uriel-Mendoza
Neuropsychological Test Performance in Illiterate Subjects
Universidad Nacional Autónoma de México|Czech Academy of Sciences, Institute of Psychology|Florida Atlantic University|Universidad Nacional Autónoma de México|Universidad Nacional Autónoma de México
purpose study analyze effects education across different age ranges neuropsychological test performance two different analyses performed first analysis conducted order pinpoint impact school attendance neuropsychological testing group 64 illiterate normal subjects selected mexican republic performance compared two barely schooled control groups 12 34 years schooling subjects ages ranged 16 85 years second analysis illiterate subjects matched age sex individuals 1 4 5 9 10 19 years formal education spanish version neuropsi neuropsychological test battery ostrosky ardila rosselli 1997 used results indicated significant educational effect tests largest educational effect noted constructional abilities copying figure language comprehension phonological verbal fluency conceptual functions similarities calculation abilities sequences aging effect noted visuoperceptual visual detection memory scores first subject sample evident despite using limited educational range 04 years formal education wide age range 1685 years schooling represented stronger variable age proposed education effect neuropsychological test performance represents negatively accelerated curve tending plateau