Grossi D, Correra G, Calise C, Ruscitto M A, Vecchione V, Vigliardi M V, Nolfe G
Faculty of Medicine, Department of Neurology, University of Naples Federico II, Italia.
Percept Mot Skills. 1993 Dec;77(3 Pt 1):859-66. doi: 10.2466/pms.1993.77.3.859.
The aim of the present study was to verify the role of the primary notions acquired in early school in the formation of a general strategy in elaboration of information. For this purpose we selected a tiny rural village in southern Italy which comprises a substantial number of elderly persons having very little formal schooling. These subjects were screened using a test battery composed of classic neuropsychological tests and reaction-time tests. In the subjects studied we observed a significant correlation between the amount of education and the neuropsychological performances, although no such correlation existed for reaction times. Subjects having little schooling (up to 3 years) performed better than the illiterate persons on the Constructional Apraxia test and on the Raven Matrices. However, the reaction times were similar in these groups. On this basis we claim that reaction-time tests might form a basic tool in evaluating cognitive performances of persons with very little schooling. Further, the primary notions learned during the first few years of schooling induce an improvement in mental strategies that is well-preserved in the normal aging process.
本研究的目的是验证早期学校教育中获得的基本概念在信息加工通用策略形成中的作用。为此，我们在意大利南部选择了一个小村庄，那里有大量受正规教育很少的老年人。使用由经典神经心理学测试和反应时测试组成的一套测试对这些受试者进行筛查。在我们研究的受试者中，我们观察到教育程度与神经心理学表现之间存在显著相关性，尽管反应时不存在这种相关性。受教育年限少（至多3年）的受试者在结构性失用测试和瑞文推理测验上的表现优于文盲受试者。然而，这些组的反应时相似。在此基础上，我们认为反应时测试可能成为评估受教育很少者认知表现的一种基本工具。此外，在学校教育最初几年学到的基本概念会促使心理策略得到改善，而这种改善在正常衰老过程中能得到很好的保持。
