de Noronha Ísis Franci Cavalcanti, Barreto Simone Dos Santos, Ortiz Karin Zazo
Speech and Language Therapist. Universidade Federal de São Paulo.
Adjoined Professor. Department of Specific Training in Speech, Language and Hearing Sciences - Universidade Federal Fluminense, RJ, Brazil.
Dement Neuropsychol. 2018 Jan-Mar;12(1):61-67. doi: 10.1590/1980-57642018dn12-010009.
The Clock Drawing Test (CDT) is an important instrument for screening individuals suspected of having cognitive impairment.
To determine the influence of education on the performance of healthy adults on the CDT.
A total of 121 drawings by healthy adults without neurological complaints or impairments were analysed. Participants were stratified by educational level into 4 subgroups: 27 illiterate adults, 34 individuals with 1-4 years of formal education, 30 with 5-11 years, and 30 adults with >11 years' formal education. Scores on the CDT were analyzed based on a scale of 1-10 points according to the criteria of Sunderland et al. (1989).¹ The Kruskal-Wallis test was applied to compare the different education groups. Tukey's multiple comparisons test was used when a significant factor was found.
Although scores were higher with greater education, statistically significant differences on the CDT were found only between the illiterate and other educated groups.
The CDT proved especially difficult for illiterate individuals, who had lower scores. These results suggest that this screening test is suitable for assessing mainly visuoconstructional praxis and providing an overall impression of cognitive function among individuals, independently of years of education.
画钟试验（CDT）是筛查疑似认知障碍个体的一项重要工具。
确定教育程度对健康成年人画钟试验表现的影响。
分析了121名无神经学主诉或损伤的健康成年人的画钟。参与者按教育程度分为4个亚组：27名文盲成年人、34名接受过1 - 4年正规教育的个体、30名接受过5 - 11年正规教育的个体以及30名接受过超过11年正规教育的成年人。根据桑德兰等人（1989年）的标准，画钟试验得分按1 - 10分制进行分析。¹采用Kruskal - Wallis检验比较不同教育程度组。当发现显著因素时，使用Tukey多重比较检验。
尽管教育程度越高得分越高，但画钟试验在统计学上的显著差异仅存在于文盲组和其他受教育组之间。
画钟试验对文盲个体尤其困难，他们得分较低。这些结果表明，这项筛查试验主要适用于评估视觉构建实践，并独立于受教育年限提供个体认知功能的总体印象。
