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Effect of literacy on neuropsychological test performance in nondemented, education-matched elders

Published online by Cambridge University Press:  01 March 1999

JENNIFER J. MANLY
Affiliation:
Department of Neurology, Columbia University College of Physicians and Surgeons, New York, NY Gertrude H. Sergievsky Center, Columbia University College of Physicians and Surgeons, New York, NY Taub Center for Alzheimer's Disease Research in the City of New York, Columbia University College of Physicians and Surgeons, New York, NY
DIANE M. JACOBS
Affiliation:
Department of Neurology, Columbia University College of Physicians and Surgeons, New York, NY Gertrude H. Sergievsky Center, Columbia University College of Physicians and Surgeons, New York, NY Taub Center for Alzheimer's Disease Research in the City of New York, Columbia University College of Physicians and Surgeons, New York, NY
MARY SANO
Affiliation:
Department of Neurology, Columbia University College of Physicians and Surgeons, New York, NY Gertrude H. Sergievsky Center, Columbia University College of Physicians and Surgeons, New York, NY Taub Center for Alzheimer's Disease Research in the City of New York, Columbia University College of Physicians and Surgeons, New York, NY
KAREN BELL
Affiliation:
Department of Neurology, Columbia University College of Physicians and Surgeons, New York, NY Gertrude H. Sergievsky Center, Columbia University College of Physicians and Surgeons, New York, NY Taub Center for Alzheimer's Disease Research in the City of New York, Columbia University College of Physicians and Surgeons, New York, NY
CAROL A. MERCHANT
Affiliation:
Department of Neurology, Columbia University College of Physicians and Surgeons, New York, NY Gertrude H. Sergievsky Center, Columbia University College of Physicians and Surgeons, New York, NY Taub Center for Alzheimer's Disease Research in the City of New York, Columbia University College of Physicians and Surgeons, New York, NY
SCOTT A. SMALL
Affiliation:
Department of Neurology, Columbia University College of Physicians and Surgeons, New York, NY Gertrude H. Sergievsky Center, Columbia University College of Physicians and Surgeons, New York, NY Taub Center for Alzheimer's Disease Research in the City of New York, Columbia University College of Physicians and Surgeons, New York, NY
YAAKOV STERN
Affiliation:
Department of Neurology, Columbia University College of Physicians and Surgeons, New York, NY Department of Psychiatry, Columbia University College of Physicians and Surgeons, New York, NY Gertrude H. Sergievsky Center, Columbia University College of Physicians and Surgeons, New York, NY Taub Center for Alzheimer's Disease Research in the City of New York, Columbia University College of Physicians and Surgeons, New York, NY

Abstract

The current investigation compared neuropsychological test performance among nondemented literate and illiterate elders. The sample included 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 did not have history of Parkinson's disease, stroke, or head injury. Literacy level was determined by self-report. MANOVAs revealed a significant overall effect for literacy status (literate vs. illiterate) on neuropsychological test performance when groups were matched on years of education. The overall effect of literacy status remained significant after restricting the analyses to elders with no formal education, and after controlling for the effects of language of test administration. Specifically, illiterates obtained lower scores on measures of naming, comprehension, verbal abstraction, orientation, and figure matching and recognition. However, tests of verbal list delayed recall, nonverbal abstraction, and category fluency were unaffected by literacy status, suggesting that these measures can be used to accurately detect cognitive decline among illiterate elders in this sample. Differences in organization of visuospatial information, lack of previous exposure to stimuli, and difficulties with interpretation of the logical functions of language are possible factors that contribute to our findings. (JINS, 1999, 5, 191–202.)

Type
Research Article
Copyright
© 1999 The International Neuropsychological Society

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