Sanders-Brown Center On Aging, University of Kentucky, Lexington, KY 40536-023, USA.
Curr Alzheimer Res. 2013 Sep;10(7):776-83. doi: 10.2174/15672050113109990140.
Memory evaluation is a key component in the accurate diagnosis of cognitive disorders.One memory procedure that has shown promise in discriminating disease-related cognitive decline from normal cognitive aging is the New York University Paragraph Recall Test; however, the effects of education have been unexamined as they pertain to one's literacy level. The current study provides normative data stratified by estimated quality of education as indexed by irregular word reading skill.
Conventional norms were derived from a sample (N = 385) of cognitively intact elderly men who were initially recruited for participation in the PREADViSE clinical trial. A series of multiple linear regression models were constructed to assess the influence of demographic variables on mean NYU Paragraph Immediate and Delayed Recall scores.
Test version, assessment site, and estimated quality of education were significant predictors of performance on the NYU Paragraph Recall Test. Findings indicate that estimated quality of education is a better predictor of memory performance than ethnicity and years of total education. Normative data stratified according to estimated quality of education are presented.
The current study provides evidence and support for normativedata stratified by quality of education as opposed to years of education.
记忆评估是准确诊断认知障碍的关键组成部分。在区分与疾病相关的认知下降与正常认知衰老方面，有一种记忆程序显示出了希望，即纽约大学段落回忆测试；然而，关于教育对一个人读写能力的影响，尚未进行研究。本研究提供了按估计教育质量分层的规范数据，以不规则单词阅读技能为指标。
常规规范来自一组（N=385）认知完整的老年男性，他们最初被招募参加 PREADViSE 临床试验。构建了一系列多元线性回归模型，以评估人口统计学变量对纽约大学段落即时和延迟回忆分数的影响。
测试版本、评估地点和估计的教育质量是纽约大学段落回忆测试表现的显著预测因素。研究结果表明，与族裔和总受教育年限相比，估计的教育质量是记忆表现更好的预测因素。按估计的教育质量分层的规范数据。
本研究提供了证据和支持，证明按教育质量分层的规范数据优于按受教育年限分层的规范数据。
