Jennifer J. Manly|Diane M. Jacobs|Pegah Touradji|Scott A. Small|Yaakov Stern
Reading level attenuates differences in neuropsychological test performance between African American and White elders
Columbia University|Columbia University|Columbia University|Columbia University|Columbia University
current study sought determine discrepancies quality education could explain differences cognitive test scores african american white elders matched years education comprehensive neuropsychological battery administered sample african american nonhispanic white participants epidemiological study normal aging dementia northern manhattan community participants diagnosed nondemented neurologist history parkinsons disease stroke mental illness head injury reading recognition subtest wide range achievement testversion 3 used estimate quality education manova revealed african american elders obtained significantly lower scores whites measures word list learning memory figure memory abstract reasoning fluency visuospatial skill even though groups matched years education however adjusting scores wrat3 reading score overall effect race greatly reduced racial differences tests except category fluency drawing measure became nonsignificant findings suggest years education inadequate measure educational experience among multicultural elders adjusting quality education may improve specificity certain neuropsychological measures