دورية أكاديمية
Education does not equally influence all the Mini Mental State Examination subscales and items: inferences from a Brazilian community sample.
| العنوان: | Education does not equally influence all the Mini Mental State Examination subscales and items: inferences from a Brazilian community sample. |
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| المؤلفون: | Laks J; Centre for Alzheimer's disease and Related Disorders, Institute of Psychiatry, Universidade Federal do Rio de Janeiro, RJ, Brazil. jlaks@centroin.com.br, Coutinho ES, Junger W, Silveira H, Mouta R, Baptista EM, Contino AL, Barca ML, Selbaek G, Engedal K, Engelhardt E |
| المصدر: | Revista brasileira de psiquiatria (Sao Paulo, Brazil : 1999) [Braz J Psychiatry] 2010 Sep; Vol. 32 (3), pp. 223-30. Date of Electronic Publication: 2010 Jun 07. |
| نوع المنشور: | Journal Article |
| اللغة: | English |
| بيانات الدورية: | Publisher: Associação Brasileira de Psiquiatria Country of Publication: Brazil NLM ID: 100895975 Publication Model: Print-Electronic Cited Medium: Print ISSN: 1516-4446 (Print) Linking ISSN: 15164446 NLM ISO Abbreviation: Braz J Psychiatry Subsets: MEDLINE |
| أسماء مطبوعة: | Original Publication: São Paulo, SP, Brasil : Associação Brasileira de Psiquiatria, [1999]- |
| مواضيع طبية MeSH: | Educational Status*, Brief Psychiatric Rating Scale/*standards , Cognition Disorders/*diagnosis , Dementia/*diagnosis, Activities of Daily Living ; Aged ; Aged, 80 and over ; Brazil ; Female ; Humans ; Male |
| مستخلص: | Objective: Mini-Mental State Examination cutoffs have been presented for schooling levels to screen cognitive impairment. However, items may behave differently with regards to education. The objective of this study was to examine the impact of education on MMSE subscales and items. Method: Community-dwelling participants aged 65 years or more (n = 990, females = 637, age = 74.1 years, range 65-108) were stratified as illiterate (n = 373), 1-8 (n = 540), 9-12 (n = 63), and more than 12 years of schooling (n = 14) and were screened with MMSE and Pfeffer Functional Activities Questionnaire. To make the Mini-Mental State Examination items comparable, each item was transformed into z scores. Multiple linear regression was used to estimate the effect of schooling on MMSE subs and items controlling for age, sex, and activities of daily life. Results: Temporal and space orientation, attention/calculation, repetition, reading, writing, and drawing scores improved as education increased, but not memory registration, three step command, and naming. Reading and writing displayed the largest coefficients, whereas education exerted no influence on naming and three step command tasks. Conclusion: Education does not exert an important effect on naming, three step command, memory registration, and delayed recall. As memory is a key factor for diagnosing dementia, these items could be considered despite education. |
| تواريخ الأحداث: | Date Created: 20101016 Date Completed: 20110816 Latest Revision: 20220311 |
| رمز التحديث: | 20240628 |
| DOI: | 10.1590/s1516-44462010005000009 |
| PMID: | 20949237 |
| قاعدة البيانات: | MEDLINE |
Full Text Finder | تدمد: | 1516-4446 |
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| DOI: | 10.1590/s1516-44462010005000009 |