Reading level attenuates differences in neuropsychological test performance between African American and White elders
Reading level attenuates differences in neuropsychological test performance between African American and White elders
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DOI：
10.1017/s1355617702813157
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发表时间：
2002-03-01
影响因子：
2.6
通讯作者：
Stern, Y
中科院分区：
文献类型：
--
作者：
Manly, JJ;Jacobs, DM;Stern, Y
目前的研究试图确定教育质量的差异是否可以解释非裔美国人和白人老年人认知测试分数与受教育年限相匹配的差异。在曼哈顿北部社区正常衰老和痴呆症的流行病学研究中，对非裔美国人和非西班牙裔白人参与者进行了全面的神经心理学研究。所有参与者均被神经科医生诊断为非痴呆症，并且没有帕金森病、中风、精神疾病或头部受伤史。大范围成绩测试第 3 版中的阅读识别子测试被用作教育质量的评估。多元方差分析显示，非洲裔美国老年人在单词表学习和记忆、图形记忆、抽象推理、流畅性和视觉空间技能方面的得分显着低于白人，尽管这些群体的教育年限是匹配的。然而，在调整 WRAT-3 阅读分数后，种族的整体影响大大降低，所有测试（类别流利度和绘图测量除外）的种族差异变得不显着。这些发现表明，受教育年限不足以衡量多元文化老年人的教育经历，调整教育质量可能会提高某些神经心理学测量的特异性。
The current study sought to determine if discrepancies in quality of education could explain differences in cognitive test scores between African American and White elders matched on years of education. A comprehensive neuropsychological battery was administered to a sample of African American and non-Hispanic White participants in an epidemiological study of normal aging and dementia in the Northern Manhattan community. All participants were diagnosed as nondemented by a neurologist, and had no history of Parkinson's disease, stroke, mental illness, or head injury. The Reading Recognition subtest from the Wide Range Achievement Test-Version 3 was used as an estimate of quality of education. A MANOVA revealed that African American elders obtained significantly lower scores than Whites on measures of word list learning and memory, figure memory, abstract reasoning, fluency, and visuospatial skill even though the groups were matched on years of education. However, after adjusting the scores for WRAT-3 reading score, the overall effect of race was greatly reduced and racial differences on all tests (except category fluency and a drawing measure) became nonsignificant. These findings suggest that years of education is an inadequate measure of the educational experience among multicultural elders, and that adjusting for quality of education may improve the specificity of certain neuropsychological measures.