The DOI matches its Crossref record; 43 of the 43 references it cites were found in a registry or an index.
Effect of literacy on neuropsychological test performance in nondemented, education-matched elders
Open accessAbstract
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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“Oral reading proficiency also is a marker of educational opportunity in minority populations and can be used to adjust for group differences when comparing individuals of different ethnic and racial backgrounds (Manly, Byrd, Touradji, & Stern, 2004; Manly et al., 1999).”
From I. NIH TOOLBOX COGNITION BATTERY (CB): INTRODUCTION AND PEDIATRIC DATA (2013) · cites this paper as Manly et al., 1999
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Cognition assessment using the NIH Toolbox
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The Alzheimer's Disease Centers' Uniform Data Set (UDS)
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Metadata
- 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)
- 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
- 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
- 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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