Cited by 250Dementia and Cognitive Impairment ResearchHistorical and Modern Theater StudiesCognitive Abilities and Testing

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

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MANLY, JENNIFER J., JACOBS, DIANE M., SANO, MARY, BELL, KAREN, MERCHANT, CAROL A., SMALL, SCOTT A., STERN, YAAKOV·1999·Journal of the International Neuropsychological Society

DOI 10.1017/s135561779953302x

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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.)

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Authors: MANLY, J. J., JACOBS, D. M., SANO, M., BELL, K., MERCHANT, C. A., SMALL, S. A., & STERN, Y.
Affiliations: Columbia University Irving Medical Center (US)
ORCID: MANLY, JENNIFER J.
JACOBS, DIANE M.
SANO, MARY
BELL, KAREN
SMALL, SCOTT A.
STERN, YAAKOV
Venue: Journal of the International Neuropsychological Society
Publisher: Cambridge University Press (CUP)
Published: 1999-03
Volume: 5
Issue: 3
Pages: 191-202
ISSN: 1355-6177 (ISSN-L)
1469-7661
DOI: 10.1017/s135561779953302x
OpenAlex: W2124028685
Cited by: 250
References: 43
Citations by year: 2026: 5 · 2025: 9 · 2024: 2 · 2023: 6 · 2022: 4 · 2021: 7 · 2020: 8 · 2019: 11 · 2018: 9 · 2017: 8 · 2016: 7 · 2015: 11 · 2014: 9 · 2013: 16 · 2012: 12
FWCI: 2.36
Type: journal article
Language: en
Open access: green
doi.org
Licence: www.cambridge.org/core/terms (unspecified)
Locations: Journal of the International Neuropsychological Society (publishedVersion)
PubMed (publishedVersion)
Columbia Academic Commons (Columbia University)
Funders: National Institute on Aging (AG08702, P01AG007232, AG 07232, P50AG008702)
Topics: Health Sciences › Medicine › Psychiatry and Mental health › Dementia and Cognitive Impairment Research
Social Sciences › Psychology › Clinical Psychology › Historical and Modern Theater Studies
Social Sciences › Psychology › Experimental and Cognitive Psychology › Cognitive Abilities and Testing
Keywords: literacy, illiteracy, neuropsychological test performance, older adults, normal aging, cognitive decline, naming, verbal comprehension, recognition, language of test administration, Northern Manhattan
MeSH terms: Aged, Cognition, Educational Status, Female, Humans, Male, Neuropsychological Tests

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

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