000			nab a22 7a 4500
999			_c16954 _d16954
003			PC16954
005			20220715114952.0
008			220715b xxu||||| |||| 00| 0 eng d
040			_cH12O
041			_aeng
100			_92387 _aContador, Israel _eNeurología
100			_9582 _aBermejo Pareja, Félix _eNeurología
100			_9892 _aBenito León, Julián _eNeurología
245	0	0	_aEffects of education and word reading on cognitive scores in a community-based sample of Spanish elders with diverse socioeconomic status. _h[artículo]
260			_bJournal of clinical and experimental neuropsychology, _c2015
300			_a37(1):92-101.
500			_aFormato Vancouver: Contador I, Bermejo Pareja F, Del Ser T, Benito León J. Effects of education and word reading on cognitive scores in a community-based sample of Spanish elders with diverse socioeconomic status. J Clin Exp Neuropsychol. 2015;37(1):92-101.
501			_aPMID: 25686369
504			_aContiene 54 referencias
520			_aIntroduction: The influence of education and oral word-reading ability on cognitive performance was examined in a sample of 1510 nondemented elders differing in socioeconomic status (SES) from three Spanish communities. Method: All individuals were enrolled in the Neurological Disorders in Central Spain, a population-based epidemiological study in central Spain. They completed a detailed demographic survey and a short standardized neuropsychological battery assessing psychomotor speed, attention, language, and memory. The Word Accentuation Test (WAT) was used as measure of oral reading ability. The influence of education and oral reading on cognitive performance was determined by multiple linear regression models, first controlling for demographics (age and sex), and subsequently for the WAT score and education. The contribution of socioeconomic conditions was addressed by stratifying the sample into groups of high and low SES. Results: The WAT showed a significant independent effect on cognitive scores, generally greater than that predicted by demographics. The higher predictive power of oral word reading on cognitive scores compared to education was consistent across the three communities. Although the variance explained by WAT was very similar in areas with diverse SES (low vs. high), WAT scores accounted for slightly more variance in naming and memory tasks in low SES areas. In contrast, the variance explained by WAT was higher for verbal fluency and the Trail-Making Test in areas with high SES. Conclusion: Oral word-reading ability predicts cognitive performance better than years of education across individuals with different SES. The influence of WAT may be modulated by SES and cognitive task properties.
710			_9267 _aServicio de Neurología-Neurofisiología
856			_uhttp://pc-h12o-es.m-hdoct.a17.csinet.es/pdf/pc/1/pc16954.pdf _ySolicitar documento
942			_2ddc _cART _n0