Analysis of the Wais Subtests in Relation to Age and Education

Birren, James E.; Morrison, Donald F.

doi:10.1093/geronj/16.4.363

Cited by 162 publications

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“…A number of studies are consistent in demonstrating that even at advanced ages, test scores are at least partially correlated with educational level [Bayley and Oden, 1955;Birren and Morrison, 1961;Owens, 1966;G ranick and F riedman, 1967;G reen, 1969]. This finding is in accord with the classical cross-sectional study of M iles and M iles [1932] in which the curves for different educa tional groups neither cross nor meet.…”

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confidence: 52%

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Intellectual Performance of Octogenarians as a Function of Education and Initial Ability

Blum

Jarvik²

1974

Human Development

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A 20-year follow-up of 54 octogenarians, tested originally at a mean age of 64 years, revealed that the initially more able (estimated by vocabulary score) declined less on tests in a cognitive battery than did the initially less able. When classification was based on level of education rather than initial ability, the better educated showed the lesser decline. It is postulated that continuedintellectual activity throughout the life span may protect against intellectual decline.

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confidence: 52%

“…Several investigators noted either differential or parallel decline on different tasks [Foulds and Raven, 1948;Bayley and Oden, 1955;Birren and Morrison, 1961;Jarvik and Falek, 1963]. Riegel et al [1967] and R iegel and Riegel [1972] pointed out that rate of decline, like rate of growth is dependent on both type of task and level of initial ability.…”

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confidence: 99%

Intellectual Performance of Octogenarians as a Function of Education and Initial Ability

Blum

Jarvik²

1974

Human Development

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“…This hypothesis is consistent with the observation that age-related decline in intellectual performance is observed later in life and, to a lesser extent, in well educated persons. 26 Thus, education may affect the extent to which a test can be sensitive to subtle differences in cerebral blood flow, cerebral anatomy, and other characteristics that distinguish individuals with uncomplicated essential hypertension from normotensive persons.…”

Section: Discussionmentioning

confidence: 99%

Clinical significance of cognitive performance by hypertensive patients.

Elias¹,

Robbins²,

Schultz³

et al. 1987

Hypertension

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SUMMARY Fifty-four subjects with uncomplicated essential hypertension and 54 normotensive subjects were compared with regard to a widely employed clinical index of cognitive dysfunction (the Average Impairment Rating) calculated from neuropsychologkal tests that discriminate between brain-damaged and neurologically normal persons. Hypertensive subjects exhibited lower mean scores on this index when education was ignored, but results were not the same for highly educated and less well educated groups. There were no differences between exceptionally well educated hypertensive and normotensive subjects, but in the less well educated group, hypertensive subjects performed more poorly than normotensive subjects. The percentages of hypertensive and normotensive subjects scoring in a cognitively impaired range on the Average Impairment Rating were low and did not differ for either education group. These data 1) indicate the important role of subtle differences in education level with respect to positive or negative findings for studies comparing hypertensive and normotensive subjects and 2) illustrate the important role of clinical neuropsychological indices of cognitive dysfunction when one wishes to make meaningful inferences regarding cerebral cortical function in hypertensive subjects. (Hypertension 9: 192-197, 1987) KEY WORDS • hypertensionAverage Impairment Rating neuropsychology • education * cognitive function K VIEWS of the literature indicate lower levels of cognitive, perceptual, and psychomotor performance for hypertensive than for normotensive groups.1 " 3 This has been true for subjects defined as mildly hypertensive 4 or as uncomplicated, essential hypertensive 5 " 7 and has been observed for tests that can be particularly sensitive to brain impairment when proper controls and testing procedures are employed (i.e., clinical neuropsychological tests).

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“…There has been some debate about whether the amount of schooling should be controlled in assessing age-gradients in cognitive functioning. Lorge (1956) and Bandura (1989) have suggested that researchers investigating patterns of cognitive aging may profitably consider the importance of controlling for schooling in examining the nature and patterns of cognitive aging (see also Birren & Morrison, 1961). Salthouse (1991), in contrast, suggested researchers could effectively ignore schooling in the study of cognitive aging.…”

Section: The Role Of Social and Cultural Factors In Cognitive Agingmentioning

confidence: 99%

Opportunities and Challenges for Interdisciplinary Research

Lwin¹

2008

Handbook of Cognitive Aging: Interdisciplinary Perspectives

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Analysis of the Wais Subtests in Relation to Age and Education

Cited by 162 publications

References 0 publications

Intellectual Performance of Octogenarians as a Function of Education and Initial Ability

Intellectual Performance of Octogenarians as a Function of Education and Initial Ability

Clinical significance of cognitive performance by hypertensive patients.

Opportunities and Challenges for Interdisciplinary Research

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