...
  • 主题
高级搜索  >
历史搜索 清空历史
首页> 外文期刊>Neuropsychology >Education, Bilingualism, and Cognitive Trajectories: Sacramento Area Latino Aging Study (SALSA)
【24h】

Education, Bilingualism, and Cognitive Trajectories: Sacramento Area Latino Aging Study (SALSA)

机译：教育，双语和认知轨迹：萨克拉门托地区拉丁裔老化研究（Salsa）

获取原文
获取原文并翻译 | 示例
           
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

Objective: This study examined the influence of education, country where education occurred, and monolingual-bilingual (English/Spanish) language usage on late life cognitive trajectories in the Sacramento Area Latino Study on Aging (SALSA), an epidemiological study of health and cognition in Hispanics, mostly of Mexican origin, age 60 and over (N = 1,499). Method: SALSA followed a large cohort of older Latinos for up to 7 assessment waves from 1998 to 2007. Global cognition was assessed by using the Modified Mini Mental State Examination, and the Spanish English Verbal Learning Test was used to measure episodic memory. Education, country of origin, and language usage patterns were collected at the baseline assessment and used as predictors of longitudinal trajectories of cognition. Parallel process mixed effects models were used to examine effects of education and language variables on baseline cognition and rate of cognitive decline. Results: Mixed effects longitudinal models showed that education had strong effects on baseline global cognition and verbal memory but was not related to decline over up to 9 years of longitudinal follow-up. Differences in education effects between subgroups educated in Mexico and in the United States were minor. Monolingual-bilingual language usage was not related to cognitive decline, and bilinguals did not significantly differ from monolingual English speakers on baseline cognitive scores. Conclusions: Hypotheses that higher education and bilingualism protect against late life cognitive decline were not supported and education effects on late-life cognitive trajectories did not substantially differ across U. S.- and Mexico-educated groups.
机译：目的：本研究检测了教育的影响，国家发生教育的影响，以及单身双语（英语/西班牙语）语言使用萨克拉门托地区拉丁裔衰老（Salsa）的萨克拉门托地区Latino研究，对健康和认知的流行病学研究在西班牙裔美国人，大多数是墨西哥的起源，60岁及以上（n = 1,499）。方法：萨尔萨遵循大约7岁的拉丁美洲队伍，从1998年到2007年的7个评估波。通过使用改进的迷你精神状态检查来评估全球认知，并使用西班牙语英语口语学习测试来衡量情节内存。在基线评估中收集了教育，原籍国和语言使用模式，并用作认知纵向轨迹的预测因子。并行过程混合效果模型用于检查教育和语言变量对基线认知和认知率下降的影响。结果：混合效应纵向模型表明，教育对基线全球认知和言语记忆产生了强烈影响，但与纵向后续9年的下降无关。墨西哥和美国教育亚组之间教育效应的差异很小。单语言 - 双语语言使用与认知下降无关，双语与基线认知分数的单晶英语扬声器没有显着不同。结论：假设高等教育和双语防止深入生命认知下降不支持，对后期认知轨迹的教育影响在美国和墨西哥教育群体上没有显着不同。

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号