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首页> 外文期刊>Journal of the International Neuropsychological Society: JINS >Explaining Differences in Episodic Memory Performance among Older African Americans and Whites: The Roles of Factors Related to Cognitive Reserve and Test Bias
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Explaining Differences in Episodic Memory Performance among Older African Americans and Whites: The Roles of Factors Related to Cognitive Reserve and Test Bias

机译:解释老年非裔美国人和白人在情节记忆表现上的差异:与认知储备和测试偏见相关的因素的作用

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Older African Americans tend to perform poorly in comparison with older Whites on episodic memory tests. Observed group differences may reflect some combination of biological differences, measurement bias, and other confounding factors that differ across groups. Cognitive reserve refers to the hypothesis that factors, such as years of education, cognitive activity, and socioeconomic status, promote brain resilience in the face of pathological threats to brain integrity in late life. Educational quality, measured by reading test performance, has been postulated as an important aspect of cognitive reserve. Previous studies have not concurrently evaluated test bias and other explanations for observed differences between older African Americans and Whites. We combined data from two studies to address this question. We analyzed data from 273 African American and 720 White older adults. We assessed DIF using an item response theory/ordinal logistic regression approach. DIF and factors associated with cognitive reserve did not explain the relationship between race, and age- and sex-adjusted episodic memory test performance. However, reading level did explain this relationship. The results reinforce the importance of considering education quality, as measured by reading level, when assessing cognition among diverse older adults.
机译:在发作性记忆测试中,年长的非洲裔美国人与年长的白人相比表现较差。观察到的群体差异可能反映了生物学差异,测量偏倚以及各组之间差异的其他混杂因素的某种组合。认知储备指的是这样一种假设,即面对生命后期对大脑完整性的病理性威胁,诸如受教育年限,认知活动和社会经济地位等因素可增强大脑弹性。通过阅读测试成绩衡量的教育质量被认为是认知储备的重要方面。先前的研究没有同时评估测试偏见和其他解释,以解释美国黑人与白人之间的差异。我们结合了两项研究的数据来解决这个问题。我们分析了273位非洲裔美国人和720位白人老年人的数据。我们使用项目响应理论/常规逻辑回归方法评估了DIF。 DIF和与认知储备相关的因素不能解释种族与年龄和性别调整的情景记忆测试表现之间的关系。但是,阅读水平确实可以解释这种关系。该结果强调了评估不同老年人的认知时,通过阅读水平衡量教育质量的重要性。

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