Diana Matallana|Cecilia de Santacruz|Carlos Cano|Pablo Reyes|Rafael Samper?Ternent|Kyriakos S. Markides|Kenneth J. Ottenbacher|Carlos Ortíz
The Relationship Between Education Level and Mini-Mental State Examination Domains Among Older Mexican Americans
Pontificia Universidad Javeriana|Pontificia Universidad Javeriana|Pontificia Universidad Javeriana|Pontificia Universidad Javeriana|The University of Texas Medical Branch at Galveston|The University of Texas Medical Branch at Galveston|The University of Texas Medical Branch at Galveston|University of North Texas|University of North Texas Health Science Center
study effect education language response interview performance minimental state examination mmse domains studied 2861 mexican americans aged 65 older hispanic established populations epidemiologic studies elderly epese followed 1993 1994 2004 2005 mmse examined total score 030 divided 2 global domains 1 nomemory score 024 orientation attention language 2 memory score 06 working delayed memory mean age total mmse 727 years 246 baseline 817 years 205 11 years followup spanishspeaking participants less education 41 vs 74 years p lt 0001 significantly higher adjusted mean scores memory nomemory total mmse compared englishspeaking participants multivariate longitudinal analyses participants years education performed better less education especially total mmse nomemory domain spanishspeaking participants 4 6 years education higher memory scores speaking english estimate 040 standard error se 014 p lt 001 7 11 estimate 027 standard error 013 p lt 01 12 estimate 044 standard error 013 p lt 001 results suggest cultural factors variables related preferred language use determined variations mmse performance memory domain mmse less affected education may used along cognitive tests early detection cognitive decline older populations low education