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Explaining Differences in Episodic Memory Performance among Older African Americans and Whites: The Roles of Factors Related to Cognitive Reserve and Test Bias

Published online by Cambridge University Press:  06 May 2011

Denise C. Fyffe ,
Shubhabrata Mukherjee ,
Lisa L. Barnes ,
Jennifer J. Manly ,
David A. Bennett  and
Paul K. Crane
Denise C. Fyffe*
Affiliation:
Spinal Cord Injury/Outcomes & Assessment Research Laboratory, Kessler Foundation Research Center, West Orange, New Jersey and Physical Medicine and Rehabilitation, New Jersey Medical School University of Medicine and Dentistry of New Jersey, Newark, New Jersey
Shubhabrata Mukherjee
Affiliation:
School of Medicine, University of Washington, Seattle, Washington
Lisa L. Barnes
Affiliation:
Rush Alzheimer's Disease Center, Rush University Medical Center, Chicago, Illinois
Jennifer J. Manly
Affiliation:
Taub Institute for Research on Alzheimer's Disease and the Aging Brain, Columbia University Medical Center, New York, New York
David A. Bennett
Affiliation:
Rush Alzheimer's Disease Center, Rush University Medical Center, Chicago, Illinois
Paul K. Crane
Affiliation:
School of Medicine, University of Washington, Seattle, Washington
*
Correspondence and reprint requests to: Denise C. Fyffe, Spinal Cord Injury/Outcomes & Assessment Laboratory, Kessler Foundation Research Center, 1199 Pleasant Valley Way, West Orange, New Jersey 07052. E-mail: [email protected]
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Abstract

Older African Americans tend to perform poorly in comparison with older Whites on episodic memory tests. Observed group differences may reflect some combination of biological differences, measurement bias, and other confounding factors that differ across groups. Cognitive reserve refers to the hypothesis that factors, such as years of education, cognitive activity, and socioeconomic status, promote brain resilience in the face of pathological threats to brain integrity in late life. Educational quality, measured by reading test performance, has been postulated as an important aspect of cognitive reserve. Previous studies have not concurrently evaluated test bias and other explanations for observed differences between older African Americans and Whites. We combined data from two studies to address this question. We analyzed data from 273 African American and 720 White older adults. We assessed DIF using an item response theory/ordinal logistic regression approach. DIF and factors associated with cognitive reserve did not explain the relationship between race, and age- and sex-adjusted episodic memory test performance. However, reading level did explain this relationship. The results reinforce the importance of considering education quality, as measured by reading level, when assessing cognition among diverse older adults. (JINS, 2011, 17, 625–638)

Keywords

Mental recallEthnic groupsPsychometricsCognitionEducationHealth status disparities
Type
Special Series
Information
Journal of the International Neuropsychological Society , Volume 17 , Issue 4 , 21 June 2011 , pp. 625 - 638
Copyright
Copyright © The International Neuropsychological Society 2011

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