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Design, operation and strengthening of health practitioner regulation systems: review protocol ...
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Auditory Processing and Reading Disability: A Systematic Review and Meta-Analysis ...
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Systematic Review and Meta-Analysis of Dialectical Behavior Therapy (DBT) with Youth ...
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Lexicon-Based vs. Bert-Based Sentiment Analysis: A Comparative Study in Italian
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In: Electronics; Volume 11; Issue 3; Pages: 374 (2022)
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What Is Going on with Visual Attention in Reading and Dyslexia? A Critical Review of Recent Studies
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In: Brain Sciences; Volume 12; Issue 1; Pages: 87 (2022)
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LGBTQI + Migrants: A Systematic Review and Conceptual Framework of Health, Safety and Wellbeing during Migration
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In: International Journal of Environmental Research and Public Health; Volume 19; Issue 2; Pages: 869 (2022)
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An Evolution Gaining Momentum—The Growing Role of Artificial Intelligence in the Diagnosis and Treatment of Spinal Diseases
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In: Diagnostics; Volume 12; Issue 4; Pages: 836 (2022)
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A Systematic Review of Artificial Intelligence Applications Used for Inherited Retinal Disease Management
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In: Medicina; Volume 58; Issue 4; Pages: 504 (2022)
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An Abductive Analysis of Debates on the Impact of the Sharing Economy: A Systematic Review in a Sustainable Framework
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In: Sustainability; Volume 14; Issue 7; Pages: 3996 (2022)
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Automatic Speech Recognition (ASR) Systems for Children: A Systematic Literature Review
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In: Applied Sciences; Volume 12; Issue 9; Pages: 4419 (2022)
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Teachers’ Attitudes toward Autism Spectrum Disorder: A Systematic Review
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In: Education Sciences; Volume 12; Issue 2; Pages: 138 (2022)
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The use of telepractice to administer norm referenced communication and cognition assessments in children with hearing impairment: A rapid review ...
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Patient-Reported Outcomes in Rheumatoid Arthritis: A Key Consideration for Evaluating Biosimilar Uptake?
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In: Patient Relat Outcome Meas (2022)
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Measuring public opinion and acceptability of prevention policies: an integrative review and narrative synthesis of methods
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In: Health Res Policy Syst (2022)
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LGBTQI + Migrants: A Systematic Review and Conceptual Framework of Health, Safety and Wellbeing during Migration
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In: Int J Environ Res Public Health (2022)
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Effects of CPAP on Language Recovery in Post-Stroke Aphasia: A Review of Recent Literature
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In: Brain Sci (2022)
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Development of a standard of care for patients with valosin-containing protein associated multisystem proteinopathy
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In: Orphanet J Rare Dis (2022)
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Digital Assessment Tools Using Animation Features to Quantify Alcohol Consumption: Systematic App Store and Literature Review
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In: J Med Internet Res (2022)
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Language skills differences between adults without formal education and low formal education
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In: Psicol Reflex Crit (2022)
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Abstract:
BACKGROUND: The influence of education on cognition has been extensively researched, particularly in countries with high levels of illiteracy. However, the impact of low education in all cognitive functions appears to differ. Regarding to language, the effects of education on many linguistic tasks—supported by different processing—remain unclear. The primary objective of this study was to determine whether oral language task performance differs among individuals with no formal and low-educated subjects, as measured by the Brazilian Montreal-Toulouse Language Assessment Battery (MTL-BR). This is the only language battery available for use in Brazil, but lacks normative data for illiterate individuals. The secondary objective was to gather data for use as clinical parameters in assessing persons with aphasia (PWA) not exposed to a formal education. METHODS: A total of 30 healthy illiterate individuals aged 34–60 years were assessed. All participants underwent the MTL-BR Battery, excluding its written communication tasks. The data obtained in the present study were compared against results of a previous investigation of individuals with 1–4 years of education evaluated using the same MTL-BR instrument. RESULTS: Statistically significant differences in performance were found between non-formal education and the low-educated (2–4 years) groups on the tasks Auditory Comprehension, Repetition, Orthographic/Phonological Fluency, Number dictation, Reading of numbers and also on simple numerical calculations. CONCLUSION: The study results showed that individuals with no formal education/illiterate had worse performance than low-education individuals on some of the language tasks of the MTL-Br Battery, suggesting that each year of education impacts cognitive-language performance. Also, data were obtained which can serve as a guide for PWA not exposed to a formal education.
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Keyword:
Review
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URL: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC8727659/
https://doi.org/10.1186/s41155-021-00205-9
http://www.ncbi.nlm.nih.gov/pubmed/34982275
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