Acculturation, Reading Level, and Neuropsychological Test Performance Among African American Elders

@article{Manly2004AcculturationRL,
  title={Acculturation, Reading Level, and Neuropsychological Test Performance Among African American Elders},
  author={Jennifer J. Manly and Desiree A. Byrd and Pegah Touradji and Yaakov Stern},
  journal={Applied Neuropsychology},
  year={2004},
  volume={11},
  pages={37 - 46},
  url={https://api.semanticscholar.org/CorpusID:30490056}
}
The results suggest that quality of education and cultural experience influence how older African Americans approach neuropsychological tasks; therefore, adjustment for these variables may improve specificity of neuroPsychological measures.
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243 Citations
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243 Citations

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67 References

Reading level attenuates differences in neuropsychological test performance between African American and White elders

It is suggested that years of education is an inadequate measure of the educational experience among multicultural elders, and that adjusting for quality of education may improve the specificity of certain neuropsychological measures.

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The effect of African-American acculturation on neuropsychological test performance in normal and HIV-positive individuals

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Comparisons between nondemented literate and illiterate elders in an epidemiological study of normal aging and dementia in the Northern Manhattan community revealed a significant overall effect for literacy status on neuropsychological test performance when groups were matched on years of education.

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Compared with white patients enrolled in the CERAD study, there were differences in the performance of black and white patients on several of the cognitive measures, suggesting that cultural or experiential differences may modify performance on specific neuropsychological tests.

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