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Effect of educational status on performance of older adults in digital cognitive tasks: A systematic review

机译：教育状况对老年人在数字认知任务中的表现的影响：系统评价

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Objective: To determine whether educational status affects the performance of older adults on digital cognitive tasks. Methods: A systematic review of articles in English, Portuguese, or Spanish published in the last 5 years was conducted. The databases searched were SCOPUS, PubMed, Lilacs, Scielo and PsychInfo. The PRISMA method was used. Results: A total of 7,089 articles were initially retrieved. After search and exclusion with justification, seven articles were selected for further review. Conclusion: The findings revealed that researchers using digital tasks generally employed paper-based tests to compare results. Also, no association between years of education and test performance was found. Finally, a dearth of studies using digital tests published by Brazilian researchers was evident.
机译：目的：确定教育状况是否会影响老年人在数字认知任务上的表现。方法：对过去5年中以英语，葡萄牙语或西班牙语发表的文章进行了系统评价。搜索的数据库为SCOPUS，PubMed，Lilacs，Scielo和PsychInfo。使用PRISMA方法。结果：最初检索到7,089篇文章。经过合理搜索和排除后，选择了七篇文章进行进一步审查。结论：研究结果表明，使用数字任务的研究人员通常采用纸质测试来比较结果。此外，未发现受教育年限与考试成绩之间存在关联。最终，巴西研究人员发表的使用数字测试的研究很缺乏。

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