Vonetta M. Dotson|Melissa Kitner?Triolo|Michele K. Evans|Alan B. Zonderman
Effects of race and socioeconomic status on the relative influence of education and literacy on cognitive functioning
Institute on Aging|National Institute on Aging|National Institutes of Health|Institute on Aging|National Institute on Aging|National Institutes of Health|Institute on Aging|National Institute on Aging|National Institutes of Health|Institute on Aging|National Institute on Aging|National Institutes of Health
abstract previous research shown reading ability stronger predictor cognitive functioning years education particularly african americans current study designed determine whether relative influence literacy education cognitive abilities varies function race socioeconomic status ses examined unique influence education reading scores range cognitive tests low higherses african americans whites literacy significantly predicted scores one cognitive measure african american groups lowses whites education significantly associated cognitive measure contrast education reading scores predicted performance many cognitive measures higherses whites findings provide evidence reading ability better predicts cognitive functioning years education suggest disadvantages associated racial minority status low ses affect relative influence literacy years education cognition jins 2009 15 580589