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The association between educational parameters and a cognitive screening measure in older blacks

Published online by Cambridge University Press:  10 July 2017

Alyssa A. Gamaldo ,
Angie L. Sardina ,
Richard T. Corona ,
Kurtis Willingham ,
Rafael V. Migoyo  and
Ross A. Andel
Alyssa A. Gamaldo*
Affiliation:
Human Development and Family Studies, Penn State University, University Park, PA, USA School of Aging Studies, University of South Florida, Tampa, FL, USA
Angie L. Sardina
Affiliation:
School of Aging Studies, University of South Florida, Tampa, FL, USA
Richard T. Corona
Affiliation:
School of Aging Studies, University of South Florida, Tampa, FL, USA
Kurtis Willingham
Affiliation:
School of Aging Studies, University of South Florida, Tampa, FL, USA
Rafael V. Migoyo
Affiliation:
School of Aging Studies, University of South Florida, Tampa, FL, USA
Ross A. Andel
Affiliation:
School of Aging Studies, University of South Florida, Tampa, FL, USA International Clinical Research Center, St. Anne's University Hospital, Brno, Czech Republic
*
Correspondence should be addressed to: Alyssa A. Gamaldo, PhD, Human Development and Family Studies, Penn State University, 204 Health & Human Development Building, University Park, PA 16802, USA. Phone: +814-865-5260; Fax: +814-863-6207. E-mail: [email protected].
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Abstract

Background:

To expand on prior literature by examining how various education parameters (performance-based reading literacy, years of education, and self-rated quality of education) relate to a cognitive screening measure's total and subscale scores of specific cognitive abilities.

Methods:

Black adults (age range: 55–86) were administered self-rated items years of education and quality of education, and a measure of performance-based reading literacy. The Mini-Mental State Examination (MMSE) was used to screen for overall cognitive functioning as well as performance on specific cognitive abilities.

Results:

Sixty-nine percent of the sample had reading grade levels that were less than their reported years of education. Lower years of education and worse reading literacy are associated with poorer MMSE performance, particularly on the attention and calculation subscales.

Conclusions:

Years of education, a commonly used measure for education, may not be reflective of Black adults’ educational experiences/qualities. Thus, it is important to account for the unique educational experiences of adults that could influence their MMSE performance. Incorporating quality and quantity of education will provide a more comprehensive understanding of the individual's performance on cognitive measures, specifically as it relates to sociocultural differences.

Keywords

education quantityreading literacyeducation qualitycognitive screeningblack adults
Type
Research Article
Information
International Psychogeriatrics , Volume 30 , Issue 3: Issue Theme: Psychosocial Interventions for Dementia , March 2018 , pp. 311 - 322
Copyright
Copyright © International Psychogeriatric Association 2017 

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