Morin Ruth T, Midlarsky Elizabeth
a Department of Clinical and Counseling Psychology, Teachers College , Columbia University , New York , NY , USA.
J Clin Exp Neuropsychol. 2017 Nov;39(9):833-841. doi: 10.1080/13803395.2016.1269155. Epub 2017 Jan 2.
Vocabulary scores tend to be significantly related to education in heterogeneous groups of older adults, even after controlling for confounding variables. However, there may be other factors that impinge on cognitive functioning for certain demographic groups, particularly those whose educational opportunities were limited, and who may have experienced considerable stress as a result of their minority status.
This study sought to explore possible predictors of vocabulary scores among African American and White older adults.
In this study, samples of African American (N = 165) and White (N = 146) community-dwelling older adults reported their level of education, perceived health status, and number of stressful life events, and were administered the Wechsler Adult Intelligence Scale-Revised (WAIS-R) Vocabulary subtest.
Among the White participants, level of education was the only significant predictor of vocabulary score after controlling for perceived health and exposure to stress. Among African American participants, education was also a significant predictor of vocabulary score. However perceived health and number of stressful life events were also significantly predictors of vocabulary score.
Findings indicate that for certain cohorts of older adults, especially those who may have experienced stressful life circumstances and health disparities as a result of racial inequality, education may not be the only variable that predicts verbal intelligence. The importance of investigating cognitive functioning within a broader sociocultural context is discussed.
