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1.
Arch Clin Neuropsychol ; 34(5): 657-681, 2019 Jul 26.
Artigo em Inglês | MEDLINE | ID: mdl-30295696

RESUMO

OBJECTIVE: Test and normative data selection in cross-cultural neuropsychology remain a complex issue. Despite growing awareness, more studies and instruments are needed to adequately address the impact of cultural factors, such as quantity and quality of education. In this study, we examine the interpretive effects of applying six relevant WAIS-IV norms to a Colombian sample. METHOD: A sample of 305 highly educated Colombian corporate executives completed the WAIS-IV. Data were scored using norms from Colombia, Chile, Mexico, Spain, United States, and Canada and scores were compared using ANOVA. Additionally, a comparative sociodemographic framework was established to contextualize our sample to the standardization samples and populations of the six countries. RESULTS: Colombian and Chilean norms yielded systematically similar FSIQ/Index scores (mean range = 117-121), while incrementally lower scores were found with norms from Mexico (-3-9 points), Spain (-3-11 points), USA (-8-13 points), and Canada (-11-18 points). Verbal scores differed, with highest scores obtained with Mexican and Spanish norms. Working memory and processing speed scores had the lowest score agreement across norms. CONCLUSIONS: Although the Chilean norms are more frequently used in Colombia, the recently developed Colombian norms appear optimal for our sample; the scores do not have meaningful differences with those obtained with Chilean norms and offer local population representation fidelity. Mexican, Spanish, US, and Canadian norms underestimated WAIS-IV scores and distorted the sample's score distribution. Finally, verbal scores highlight potential education representation within Spanish and Mexican norms, while working memory and processing speed scores suggest cultural nuances likely captured within different norms.


Assuntos
Cognição/fisiologia , Tomada de Decisões , Memória de Curto Prazo/fisiologia , Testes Neuropsicológicos , Adolescente , Adulto , Idoso , Idoso de 80 Anos ou mais , Canadá , Chile , Colômbia , Comparação Transcultural , Cultura , Feminino , Humanos , Masculino , México , Pessoa de Meia-Idade , Neuropsicologia , Valores de Referência , Espanha , Estados Unidos , Adulto Jovem
2.
Arch Clin Neuropsychol ; 30(4): 310-21, 2015 Jun.
Artigo em Inglês | MEDLINE | ID: mdl-25762800

RESUMO

Educational influence on cognitive performance has been extensively agreed in Neuropsychology. Nonetheless, recent studies highlighted the need of better measurements to assess benefit from the schooling experience in order to further understand schooling influence on cognition. The WAIS-III Information subtest is proposed here to measure this influence at old age. Ninety-five older adults were divided according to their educational attainment and their Information subtest score, and completed extensive neuropsychological assessment. Performance on the Information subtest had a significant effect on all same cognitive functions as educational attainment, but also on additional domains. Moreover, cognitive performance on several tasks can be classified in three levels as a function of Information score. The WAIS-III Information subtest could be of special interest as a measurement of the benefit from educational experience not only to study cognition in Spanish older populations but also heterogeneous samples in terms of educational experiences and environments.


Assuntos
Envelhecimento/fisiologia , Atenção/fisiologia , Função Executiva/fisiologia , Memória/fisiologia , Desempenho Psicomotor/fisiologia , Idoso , Escolaridade , Feminino , Avaliação Geriátrica/métodos , Humanos , Masculino , Pessoa de Meia-Idade , Espanha , Escalas de Wechsler
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