Effects of race and socioeconomic status on the relative influence of education and literacy on cognitive functioning
Effects of race and socioeconomic status on the relative influence of education and literacy on cognitive functioning
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DOI：
10.1017/s1355617709090821
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发表时间：
2009-07-01
影响因子：
2.6
通讯作者：
Zonderman, Alan B.
中科院分区：
文献类型：
--
作者：
Dotson, Vonetta M.;Kitner-Triolo, Melissa H.;Zonderman, Alan B.
之前的研究表明，阅读能力比受教育年限更能预测认知功能，尤其是对非裔美国人来说。目前的研究旨在确定识字和教育对认知能力的相对影响是否会随着种族或社会经济地位(SES)的变化而变化。我们考察了教育和阅读分数对低SES和高SES的非裔美国人和白人的一系列认知测试的独特影响。在非裔美国人群体和低社会地位白人中，识字水平显著预测了除一项认知指标外的所有认知指标的得分，而教育与任何认知指标都没有显著关联。相比之下，教育和阅读成绩都能预测SES较高的白人在许多认知指标上的表现。这些发现提供了进一步的证据，表明阅读能力比受教育年限更能预测认知功能，并表明与少数民族地位和低SES相关的劣势影响识字和受教育年限对认知的相对影响。(JINS，2009，15,580-589。)
Previous research has shown that reading ability is a stronger predictor of cognitive functioning than years of education, particularly for African Americans. The current Study was designed to determine whether the relative influence of literacy and education on cognitive abilities varies as a function of race or socioeconomic status (SES). We examined the unique influence of education and reading scores on a range of cognitive tests in low- and higher-SES African Americans and Whites. Literacy significantly predicted scores on all but one cognitive measure in both African American groups and low-SES Whites, while education was not significantly associated with any cognitive measure. In Contrast, both education and reading scores predicted performance on many cognitive measures in higher-SES Whites. These findings provide further evidence that reading ability better predicts cognitive functioning than years of education and suggest that disadvantages associated with racial minority status and low SES affect the relative influence of literacy and years of education on cognition. (JINS, 2009, 15, 580-589.)