Weissberger Gali H, Nguyen Annie L, Lim Aaron C, Fenton Laura, Mosqueda Laura, Han S Duke
Interdisciplinary Department of Social and Health Sciences, Bar-Ilan University, Ramat Gan, Israel.
Herbert Wertheim School of Public Health and Human Longevity Science, University of California, San Diego, La Jolla, California, USA.
Clin Gerontol. 2025 May-Jun;48(3):459-467. doi: 10.1080/07317115.2023.2217190. Epub 2023 May 29.
This study examined the cognitive correlates of financial literacy using a comprehensive neuropsychological battery, and whether education modifies the relationship between cognition and financial literacy.
Sixty-six participants completed sociodemographic questionnaires, an assessment of financial literacy, and a neuropsychological assessment. Multiple linear regression models that controlled for age, sex, and education examined the main effects of cognitive measures that showed a significant bivariate association with financial literacy.
After correcting for multiple comparisons, the Crystallized Composite score ( = .002) and the Picture Vocabulary test ( = .002) from the NIH Toolbox, and the Multilingual Naming Test ( > .001) from the Uniform Data Set 3 were associated with financial literacy. Contrary to our hypothesis, education did not interact with cognitive measures when considering financial literacy scores.
Findings suggest that vocabulary knowledge and semantic memory may play an important role in financial literacy in older age.
Assessing vocabulary knowledge and semantic processes may help to identify older adults with lower financial literacy skills. Additionally, financial literacy interventions may consider targeting individuals with lower vocabulary knowledge and semantic processing skills.
本研究使用一套全面的神经心理学测试组合来检验金融知识的认知关联，以及教育是否会改变认知与金融知识之间的关系。
66名参与者完成了社会人口学问卷调查、金融知识评估和神经心理学评估。控制年龄、性别和教育程度的多元线性回归模型检验了与金融知识呈显著双变量关联的认知测量指标的主要效应。
在对多重比较进行校正后，美国国立卫生研究院工具箱中的晶体综合得分（=0.002）和图片词汇测试（=0.002），以及统一数据集3中的多语言命名测试（>.001）与金融知识相关。与我们的假设相反，在考虑金融知识得分时，教育与认知测量指标之间没有相互作用。
研究结果表明，词汇知识和语义记忆可能在老年人的金融知识中起重要作用。
评估词汇知识和语义过程可能有助于识别金融知识技能较低的老年人。此外，金融知识干预措施可能考虑针对词汇知识和语义处理技能较低的个体。
