Rosselli M, Ardila A, Rosas P
Miami Institute of Psychology of the Caribbean Center for Advanced Studies.
Brain Cogn. 1990 Mar;12(2):281-96. doi: 10.1016/0278-2626(90)90020-o.
A basic neuropsychological examination of language and praxic abilities was administered to extreme educational groups (100 illiterates and 100 professionals). Subjects were matched according to sex and age (16-25, 26-35, 36-45, 46-55, and 56-65). The following tasks were included: language comprehension, phonological discrimination, naming (objects, figures, and body parts), repetition of words, verbal fluency, calculation, buccofacial and ideomotor praxis, finger alternating movements, meaningless movements, cancellation task, coordinated movements with both hands, and motor impersistence tasks. All the differences between the two educational groups were statistically significant. Two of the eight language tests (phonological discrimination and naming figures) and three of the seven praxic tests (buccofacial praxis, coordinated movements, and cancellation task) showed differences between age groups with a better performance in the younger groups. Calculation tasks and ideomotor praxis showed differences between sexes with a better performance in males. Influence of educational factors in performing routine neuropsychological tests is analyzed.
对极端教育程度组（100名文盲和100名专业人员）进行了语言和运用能力的基础神经心理学检查。根据性别和年龄（16 - 25岁、26 - 35岁、36 - 45岁、46 - 55岁和56 - 65岁）对受试者进行匹配。检查包括以下任务：语言理解、语音辨别、命名（物体、图形和身体部位）、单词重复、言语流畅性、计算、口面部和观念运动运用、手指交替运动、无意义运动、删除任务、双手协调运动以及运动持续性任务。两个教育程度组之间的所有差异均具有统计学意义。八项语言测试中的两项（语音辨别和命名图形）以及七项运用测试中的三项（口面部运用、协调运动和删除任务）显示出年龄组之间的差异，较年轻组表现更好。计算任务和观念运动运用显示出性别差异，男性表现更好。分析了教育因素在进行常规神经心理学测试中的影响。
