Abstract
There are several approaches to measuring education, such as measures of the time spent in education or the years of education associated with a legally recognized degree/diploma (Connelly et al., 2016). Since raw scores of several neuropsychological tests are corrected for educational attainment, the aim of the present study was to evaluate if different types of measures of education could be associated to possible differences in evaluating the cognitive performance of people with Multiple Sclerosis (pwMS).
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