Action semantics is a relevant part of cognitive-linguistic assessment and the
"Kissing and Dancing Test" (KDT) has been used extensively for this purpose,
evidencing clinical distinctions among brain-damaged patients. To enhance its
use, reference values are necessary, especially for populations with
heterogeneous educational levels and socioeconomic backgrounds.ObjectiveTo analyze the effects of schooling and age on the KDT in cognitively
unimpaired individuals.MethodsThe KDT was applied to seventy-four healthy subjects. Sociodemographic
factors were investigated through correlational and between-group analyses.
Reference values according to age and schooling were provided.ResultsKDT performance correlated significantly with schooling (r=0.757, p<0.01),
age (r=–0.496, p<0.01) and socioeconomic status (r=0.418 p<0.01) but
these variables were intercorrelated. Correlation with schooling and age
remained significant when controlling for age and socioeconomic status
(r=0.530, p<0.01), and for schooling (–0.305,<0.01), respectively.
When controlling for schooling, correlation between socioeconomic status and
KDT was not significant (p=0.164). Between-group analyses revealed no age
effects. Significant differences were found in performance according to
educational level. Scores below 39/52 and below 47/52 (percentile 25) for
individuals with 8 or less years of schooling and for individuals with 9 or
more years of schooling, respectively, seem suggestive of an impairment in
Action Semantics Processing and shall be further investigated.ConclusionKDT performance was influenced both by age and schooling, indicating the need
to consider these demographic features as covariates when analyzing
performance on the test and to adjust cut-off scores according to these
demographic characteristics in clinical practice.
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