Bertolucci P H, Brucki S M, Campacci S R, Juliano Y
Departamento de Neurologia e Neurocirurgia, Escola Paulista de Medicina, São Paulo, Brasil.
Arq Neuropsiquiatr. 1994 Mar;52(1):1-7.
To assess the influence of age and education on cognitive performance in our population, 530 adults were interviewed using the MMSE (Mini-Mental Status Examination). Education level, classified as illiterate, elementary and middle (< 8 years) and high (> 8 years), was a significant predictor of performance (p < 0.0001). Nevertheless, the total scores were not significantly different among the age-groups, young (< or = 50 years), middle age 51 to 64 years) and elderly (> or = 65 years). The reference cut-off values were taken from the fifth percent lowest score for each group: illiterate, 13; elementary and middle, 18; and high, 26. When compared to 94 patients with cognitive impairment, our cut-off values achieved high sensitivity (82.4% for illiterates; 75.6% for elementary and middle; 80% for high) and specificity (97.5% for illiterate; 96.6% for elementary and middle; 95.6% for high educational level). Education-specific reference values for the MMSE are necessary in interpreting individual test results in populations of low educational level, in order to reduce the false positive results.
为评估年龄和教育程度对我们研究人群认知能力的影响，使用简易精神状态检查表（MMSE）对530名成年人进行了访谈。教育水平分为文盲、小学和初中（<8年）以及高中（>8年），是表现的一个重要预测因素（p<0.0001）。然而，在年轻（≤50岁）、中年（51至64岁）和老年（≥65岁）年龄组之间，总分没有显著差异。参考临界值取自每组得分最低的第五百分位数：文盲为13分；小学和初中为18分；高中为26分。与94名认知障碍患者相比，我们的临界值具有较高的敏感性（文盲组为82.4%；小学和初中组为75.6%；高中组为80%）和特异性（文盲组为97.5%；小学和初中组为96.6%；高教育水平组为95.6%）。在解释低教育水平人群的个体测试结果时，MMSE的特定教育参考值是必要的，以减少假阳性结果。
