Ardila A, Rosselli M, Rosas P
Miami Institute of Psychology, Caribbean Center for Advanced Studies, Florida 33166-6612.
Brain Cogn. 1989 Nov;11(2):147-66. doi: 10.1016/0278-2626(89)90015-8.
A basic neuropsychological battery of visuospatial and memory abilities was administered to extreme educational groups (illiterates and professionals). Subjects were matched according to sex and age. The following visuospatial tasks were included: figure copy (cube, house, and Rey-Osterrieth complex figure), telling time, recognition of superimposed figures, recognition of a map, and drawing of the plan of the room. The following memory tasks were used: basic information, digit retention (forward and backward), memory curve, delayed verbal recall, sentence repetition, logical memory, delayed logical memory, immediate recall of the Rey-Osterrieth complex figure, immediate reproduction of a cube, visuospatial memory, and sequential memory. In visuospatial tasks all differences between the two groups were statistically significant. Five of the seven visuospatial tasks (all but telling time and recognition of superimposed figures) showed differences between age groups with a better performance found in the younger groups and four of the tasks (cube, house, Rey-Osterrith complex figure copying, and telling time) were significant between sexes with a better performance in men. In memory tasks, with the exception of the immediate memory of sentences, all tasks showed statistically significant differences between educational groups. Eight of the 13 memory tasks (digits forward and backward, delayed memory of words, immediate and delayed logical memory, Rey-Osterrieth immediate memory, cube immediate memory, and sequential memory) showed significant differences for age while 4 of the tasks (digits backward, memory curve, Rey-Osterrieth immediate memory, and cube immediate memory) were significant for sex. Results are analyzed with regard to current theories in cognitive psychology and anthropology. Emphasis is placed on the finding that cognitive skills usually examined by neuropsychological tests represent learned and highly trained abilities.
对极端教育程度组（文盲和专业人员）进行了一组基本的视觉空间和记忆能力的神经心理学测试。根据性别和年龄对受试者进行了匹配。包括以下视觉空间任务：图形临摹（立方体、房屋和雷-奥斯特里茨复杂图形）、看时间、识别叠加图形、识别地图以及绘制房间平面图。使用了以下记忆任务：基本信息、数字记忆（顺背和倒背）、记忆曲线、延迟言语回忆、句子复述、逻辑记忆、延迟逻辑记忆、雷-奥斯特里茨复杂图形的即时回忆、立方体的即时再现、视觉空间记忆和顺序记忆。在视觉空间任务中，两组之间的所有差异均具有统计学意义。七个视觉空间任务中的五个（除了看时间和识别叠加图形）在年龄组之间存在差异，年轻组表现更好，其中四个任务（立方体、房屋、雷-奥斯特里茨复杂图形临摹和看时间）在性别之间存在显著差异，男性表现更好。在记忆任务中，除了句子的即时记忆外，所有任务在教育程度组之间均显示出统计学上的显著差异。13个记忆任务中的八个（数字顺背和倒背、单词延迟记忆、即时和延迟逻辑记忆、雷-奥斯特里茨即时记忆、立方体即时记忆和顺序记忆）在年龄方面存在显著差异，四个任务（数字倒背、记忆曲线、雷-奥斯特里茨即时记忆和立方体即时记忆）在性别方面存在显著差异。根据认知心理学和人类学的当前理论对结果进行了分析。重点强调了这样一个发现，即通常通过神经心理学测试检查的认知技能代表了习得的和经过高度训练的能力。
