Education does not equally influence all the Mini Mental State Examination subscales and items: inferences from a Brazilian community sample
Autor(a) principal: | |
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Data de Publicação: | 2010 |
Outros Autores: | , , , , , , , , , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Brazilian Journal of Psychiatry (São Paulo. 1999. Online) |
Texto Completo: | http://old.scielo.br/scielo.php?script=sci_arttext&pid=S1516-44462010000300005 |
Resumo: | 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. |
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Brazilian Journal of Psychiatry (São Paulo. 1999. Online) |
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Education does not equally influence all the Mini Mental State Examination subscales and items: inferences from a Brazilian community sampleAgedDementiaCognitionEducational statusMental healthOBJECTIVE: 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.Associação Brasileira de Psiquiatria2010-09-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersiontext/htmlhttp://old.scielo.br/scielo.php?script=sci_arttext&pid=S1516-44462010000300005Brazilian Journal of Psychiatry v.32 n.3 2010reponame:Brazilian Journal of Psychiatry (São Paulo. 1999. Online)instname:Associação Brasileira de Psiquiatria (ABP)instacron:ABP10.1590/S1516-44462010005000009info:eu-repo/semantics/openAccessLaks,JersonCoutinho,Evandro Silva FreireJunger,WashingtonSilveira,HeitorMouta,RaphaelBaptista,Elienai Maria RubimContino,Ana Lucia BarrosBarca,Maria LageSelbaek,GeirEngedal,KnutEngelhardt,Eliaszeng2010-10-01T00:00:00Zoai:scielo:S1516-44462010000300005Revistahttp://www.bjp.org.br/ahead_of_print.asphttps://old.scielo.br/oai/scielo-oai.php||rbp@abpbrasil.org.br1809-452X1516-4446opendoar:2010-10-01T00:00Brazilian Journal of Psychiatry (São Paulo. 1999. Online) - Associação Brasileira de Psiquiatria (ABP)false |
dc.title.none.fl_str_mv |
Education does not equally influence all the Mini Mental State Examination subscales and items: inferences from a Brazilian community sample |
title |
Education does not equally influence all the Mini Mental State Examination subscales and items: inferences from a Brazilian community sample |
spellingShingle |
Education does not equally influence all the Mini Mental State Examination subscales and items: inferences from a Brazilian community sample Laks,Jerson Aged Dementia Cognition Educational status Mental health |
title_short |
Education does not equally influence all the Mini Mental State Examination subscales and items: inferences from a Brazilian community sample |
title_full |
Education does not equally influence all the Mini Mental State Examination subscales and items: inferences from a Brazilian community sample |
title_fullStr |
Education does not equally influence all the Mini Mental State Examination subscales and items: inferences from a Brazilian community sample |
title_full_unstemmed |
Education does not equally influence all the Mini Mental State Examination subscales and items: inferences from a Brazilian community sample |
title_sort |
Education does not equally influence all the Mini Mental State Examination subscales and items: inferences from a Brazilian community sample |
author |
Laks,Jerson |
author_facet |
Laks,Jerson Coutinho,Evandro Silva Freire Junger,Washington Silveira,Heitor Mouta,Raphael Baptista,Elienai Maria Rubim Contino,Ana Lucia Barros Barca,Maria Lage Selbaek,Geir Engedal,Knut Engelhardt,Eliasz |
author_role |
author |
author2 |
Coutinho,Evandro Silva Freire Junger,Washington Silveira,Heitor Mouta,Raphael Baptista,Elienai Maria Rubim Contino,Ana Lucia Barros Barca,Maria Lage Selbaek,Geir Engedal,Knut Engelhardt,Eliasz |
author2_role |
author author author author author author author author author author |
dc.contributor.author.fl_str_mv |
Laks,Jerson Coutinho,Evandro Silva Freire Junger,Washington Silveira,Heitor Mouta,Raphael Baptista,Elienai Maria Rubim Contino,Ana Lucia Barros Barca,Maria Lage Selbaek,Geir Engedal,Knut Engelhardt,Eliasz |
dc.subject.por.fl_str_mv |
Aged Dementia Cognition Educational status Mental health |
topic |
Aged Dementia Cognition Educational status Mental health |
description |
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. |
publishDate |
2010 |
dc.date.none.fl_str_mv |
2010-09-01 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://old.scielo.br/scielo.php?script=sci_arttext&pid=S1516-44462010000300005 |
url |
http://old.scielo.br/scielo.php?script=sci_arttext&pid=S1516-44462010000300005 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
10.1590/S1516-44462010005000009 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
text/html |
dc.publisher.none.fl_str_mv |
Associação Brasileira de Psiquiatria |
publisher.none.fl_str_mv |
Associação Brasileira de Psiquiatria |
dc.source.none.fl_str_mv |
Brazilian Journal of Psychiatry v.32 n.3 2010 reponame:Brazilian Journal of Psychiatry (São Paulo. 1999. Online) instname:Associação Brasileira de Psiquiatria (ABP) instacron:ABP |
instname_str |
Associação Brasileira de Psiquiatria (ABP) |
instacron_str |
ABP |
institution |
ABP |
reponame_str |
Brazilian Journal of Psychiatry (São Paulo. 1999. Online) |
collection |
Brazilian Journal of Psychiatry (São Paulo. 1999. Online) |
repository.name.fl_str_mv |
Brazilian Journal of Psychiatry (São Paulo. 1999. Online) - Associação Brasileira de Psiquiatria (ABP) |
repository.mail.fl_str_mv |
||rbp@abpbrasil.org.br |
_version_ |
1754212555139579904 |