Abstract
Although many studies have shown the influence of education on cognition, the impact of low education on the various cognitive functions appears to differ. The hypothesis of the present study is that, with regards to language, the use of parameters derived from populations with 5-8 years of education leads to false-positive results.Objective:to determine the influence of low education on the language tasks assessed by the MTL-Brazil BatteryMethods:30 healthy adults with 2-4 years of education were submitted to the MTL-Br Battery, comprising 22 subtests. The data were submitted to descriptive statistical analysis for each subtest and Z-scores were then calculated based on the parameters of a population with 5-8 years of education. All participants would be considered impaired if the Battery had been applied according to published normative criteria for a population with 5-8 years of education.Results:Separate analysis revealed that published scores for 17 out of the 22 Battery tasks were inappropriate for a population with 2-4 years of education.Conclusion:Education was found to effect performance for each of the language abilities differently. In addition, the study results can be applied to language assessments of individuals with 1-4 years of education using the MTL-Br battery, since this is the only language test for adults available in Brazil, and for which there are no normative data for low-educated subjects.
Highlights
Many studies have shown the influence of education on cognition, the impact of low education on the various cognitive functions appears to differ
Understanding the role of education in cognitive functioning is of fundamental importance because learning to read and write, together with all experiences gained at school, This study was conducted at Department of Speech, Language and Hearing Sciences, Universidade Federal de São Paulo (UNIFESP), São Paulo, SP, Brazil
The hypothesis of the present study is that, with regards to language, the impact of low education is so significant that the use of parameters derived from populations with 5-8 years of education leads to false-positive results
Summary
Many studies have shown the influence of education on cognition, the impact of low education on the various cognitive functions appears to differ. The study results can be applied to language assessments of individuals with 1-4 years of education using the MTL-Br battery, since this is the only language test for adults available in Brazil, and for which there are no normative data for low-educated subjects. Objetivo: Verificar a influência da baixa escolaridade nas tarefas linguísticas da bateria MTL-Br e obter dados que possam ser utilizados como parâmetros clínicos nas avaliações de indivíduos cérebro-lesados de baixa grau de escolaridade. Resultados: Todos os indivíduos que obtiveram escores compatíveis com os parâmetros de normalidade nestes dois testes foram submetidos à bateria MTL-Br. A avaliação seguiu estritamente as normas publicadas no instrumento original e o registro foi realizado nas folhas da própria bateria. Foi possível obter dados que poderão ser utilizados como parâmetros clínicos nas avaliações de indivíduos cérebro-lesados de baixa escolaridade.
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