Jennifer J. Manly|Diane M. Jacobs|Mary Sano|Karen L. Bell|C. Merchant|Scott A. Small|Yaakov Stern
Effect of literacy on neuropsychological test performance in nondemented, education-matched elders
Columbia University|Columbia University|Columbia University|Columbia University|Columbia University|Columbia University|Columbia University
current investigation compared neuropsychological test performance among nondemented literate illiterate elders sample included participants epidemiological study normal aging dementia northern manhattan community participants diagnosed nondemented neurologist history parkinsons disease stroke head injury literacy level determined selfreport manovas revealed significant overall effect literacy status literate vs illiterate neuropsychological test performance groups matched years education overall effect literacy status remained significant restricting analyses elders formal education controlling effects language test administration specifically illiterates obtained lower scores measures naming comprehension verbal abstraction orientation figure matching recognition however tests verbal list delayed recall nonverbal abstraction category fluency unaffected literacy status suggesting measures used accurately detect cognitive decline among illiterate elders sample differences organization visuospatial information lack previous exposure stimuli difficulties interpretation logical functions language possible factors contribute findings