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临床表现 临床表现

Kate Ruiz1, Melanie L Johnson2,3, Diane M Jacobs1,4,5,6,7

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此摘要是机器生成的。

调整认知测试分数,使用年级等价比,而不是多年的教育,可能会低估西班牙语美国拉丁人的认知障碍. 这凸显了对这种人群中神经心理测试结果的仔细解释的必要性.

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科学领域:

  • 神经心理学 神经心理学
  • 认知科学 认知科学
  • 拉丁裔健康 拉丁裔健康

背景情况:

  • 神经心理测试规范往往根据多年的教育情况进行调整.
  • 教育质量和成就各不相同,这使得多年的教育成为一个不充分的衡量标准.
  • 成绩等值得分提供了对教育经验更细致的看法.

研究的目的:

  • 为了研究调整认知测试结果的影响,使用等级等价与多年的教育.
  • 用两种不同的教育调整方法,比较西班牙语美国拉丁人的认知测试结果的解释.

主要方法:

  • 140名具有主观认知衰退的西班牙语拉丁裔接受了认知测试.
  • 伍德考克-穆诺斯字母字母识别测试估计了等级等价性.
  • 认知测试成绩是标准化的 (Z-分数),根据年龄,性别,语言,以及多年的教育或等级等效性进行调整.

主要成果:

  • 成绩等价得分明显高于自我报告的教育年限.
  • 调整成年级等价的认知测试Z分数明显低于调整成教育年龄的分数.
  • 在调整成等级等价时,更大比例的参与者低于认知障碍截止值.

结论:

  • 为等级等价性进行调整可能会低估西班牙语美国拉丁人的认知障碍.
  • 自我报告的教育年份可能无法完全捕捉到这个多样化的群体的教育经验.
  • 在解释教育调整后的神经心理测试得分时,建议对这一群体进行谨慎.