Publication Abstract Display
Type: Published Abstract
Title: Literacy and education predict neuropsychological performance in a cohort with a broad spectrum of educational levels.
Authors: Kamat R, Marcotte TD, Bokil B, Meyer R, Deutsch R, Letendre S, Franklin D, Heaton RK, Mehendale S, Ghate M
Year: 2010
Publication: Journal of the International Neuropsychological Society
Volume: Issue: Pages:
Abstract:Objective: To examine the relationship between education, literacy and neuropsychological (NP) performance in a group with a broad range of education and socioeconomic levels. We hypothesized that literacy (ability to read, write and use numbers [numeracy] in daily life), would predict NP performance, particularly in individuals with lower levels of education. Participants and Method: 93 male and 88 female HIV seronegative volunteers recruited for a neuroAIDS study in Pune, India. Ages ranged from 19 to 57 years (M=32.9, SD=8.1), and education ranged from 0 to 19 years (M=10.0, SD=4.2). Participants completed a comprehensive NP battery (adjusted for age and gender) translated into Marathi, and a literacy test assessing basic reading, writing, and numeracy. In a stepwise linear regression, numeracy was the only literacy predictor of NP performance (R2=.24, p<.0001), so that variable was used in subsequent analyses. In order to determine whether the relationship between education, numeracy and NP functioning differed according to educational levels, we split the group at 6 years of education, a common point for ending basic education in India. Results: In the entire study group, lesser education (p<.0001), lower numeracy (p<.0001), and their interaction (p<.01) were predictive of worse NP performance (R2=.31). In the different educational groups, using the combined model, both education (p<.0001) and numeracy (p<.0001) predicted NP performance in the group with > 6 years (R2=.30). However, in those with less than 6 years of education, only numeracy (p<.05) was predictive of NP performance (R2=19). Conclusion: Literacy levels provide additional information beyond education in predicting NP performance. Particularly in individuals with limited educational exposure, literacy may be useful in determining expected levels of cognitive performance. Although not examined here, clinicians should remain cognizant that basic literacy may be affected by more severe dementias.

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