Discrepancies between self-reported years of education and estimated reading level: Potential implications for neuropsychologists
Discrepancies between self-reported years of education and estimated reading level: Potential implications for neuropsychologists
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DOI：
10.1207/s15324826an1201_2
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发表时间：
2005-01-01
影响因子：
--
通讯作者：
O'Jile, JR
中科院分区：
文献类型：
--
作者：
O'Bryant, SE;Schrimsher, GW;O'Jile, JR
目前标准的神经心理学实践是检查人口统计学变量的系统影响的规范样本性能，然后纠正这些影响。最常检查的人口变量是年龄，性别和受教育年限，目前的规范数据库经常考虑这些因素。然而，有文献表明，自我报告的受教育年限可能无法准确反映某些患者的表现水平，实际上可能会高估基于阅读水平的成绩估计。这些研究中的许多都集中在没有神经或精神症状的老年人样本上。在这项研究中，一个年轻的样本（平均年龄= 44.5）的非裔美国人（N = 62）和高加索人（N = 133）的患者转介到门诊精神科进行了检查。结果表明，先前的研究结果之间的显着差异自我报告的教育年限和广泛的成就测试-第3版阅读识别性能举行了一个年轻的样本，广泛的临床诊断。如何这些研究结果可能会影响临床实践进行了讨论。
Current standard neuropsychology practice is to examine normative sample performance for systematic influences of demographic variables and then to correct for these influences. The most commonly examined demographic variables are age, gender, and years of education, and current normative databases frequently take these into consideration. However, there is a literature to suggest that self-reported years of educational attainment may not be an accurate reflection of some patients' level of performance and may actually overpredict grade estimates based on reading level. Many of these studies have focused on older samples of individuals who were free of neurological or psychiatric symptoms. In this study, a younger sample (average age = 44.5) of African American (N = 62) and Caucasian (N = 133) patients referred to an outpatient psychiatry unit was examined. Results suggest that the prior findings of a significant discrepancy between self-reported years of education and Wide Range Achievement Test-3rd Edition Reading Recognition performance hold for a younger sample with a broad range of clinical diagnoses. How these findings might influence clinical practice are discussed.