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      Visual reproduction test in normal elderly: Influence of schooling and visual task complexity Translated title: TESTE DE REPRODUÇÃO VISUAL EM IDOSOS NORMAIS: INFLUÊNCIA DA ESCOLARIDADE E DE TAREFAS VISUAIS COMPLEXAS

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          Abstract

          Tests of visual reproduction are used to assess visual memory. However, when the test is based on geometrical elements results could be influenced by schooling.

          Objective

          To evaluate the influence of different schooling levels on performance of a visual reproduction task.

          Methods

          A sample of 253 individuals (66 male and 187 female), aged 60 to 92 years were evaluated on a visual reproduction task comprising three geometric pictures of increasing complexity. Each individual was shown a picture for 8 to 10 seconds and a drawing of it was then immediately elicited. Four groups were defined according to the following schooling levels: illiterate, 1 to 4 years, 5 to 8 years and over 8 years. Individual performance was measured by summing the items correctly reproduced for the three pictures.

          Results

          A significant difference for age was found between the illiterate and other three schooling groups. The reproduction of picture one was better reproduced than pictures 2 and 3 for all schooling levels (p<0.001). Pictures 2 and 3 did not differ among the schooling levels. Picture reproduction among the schooling levels showed that the group with over 8 years of schooling performed better on pictures 1 and 2 (p<0.001) but not on picture 3.

          Conclusion

          Individuals aged 60 years or older, with 8 years' schooling or less, showed a reduced capacity to reproduce geometric pictures of a high degree of complexity. Clinical evaluations that use geometrical tests could be misinterpreted when not controlled for schooling level.

          Translated abstract

          Teste de reprodução visual é usado para avaliar a memória visual, baseado em elementos geométricos e o resultado deve ser influenciado pela escolaridade.

          Objetivo

          Avaliar os diferentes níveis de escolaridade durante a reprodução de tarefas visuais.

          Métodos

          Uma amostra de 253 indivíduos (66 masculinos e 187 femininos), com idade entre 60 e 92 anos, foi avaliada em uma tarefa de reprodução visual composta por três desenhos geométricos de crescente complexidade. Cada indivíduo foi exposto a cada desenho geométrico de uma vez, e esse desenho foi reproduzido após 10 segundos de observação. Quatro grupos foram designados de acordo com o seguinte nível de escolaridade: analfabeto, 1 a 4 anos, 5 a 8 anos, e acima de 8 anos de escolaridade. A performance dos indivíduos foi medida pelos itens corretamentes reproduzidos.

          Resultados

          Uma significante diferença da idade foi encontrada entre pacientes analfabetos e os outros três grupos de escolaridades diferentes. O desenho 1 foi reproduzido melhor do que os desenhos 2 e 3 em todos os níveis de escolaridade (p<0,001). Os desenhos 2 e 3 não diferiram em nenhum nível de escolaridade. A reprodução de um desenho entre níveis de escolaridade mostrou que o grupo acima de 8 anos de escolaridade realizou melhor nos desenhos 1 e 2 (p<0,001), mas não foi no desenho 3.

          Conclusão

          Indivíduos com idade de 60 anos ou mais com até 8 anos de escolaridade mostrou capacidade diminuída na reprodução de desenhos geométricos de alto grau de complexidade. A avaliação clínica usando testes geométricos poderia ser mal interpretada quando a escolaridade não estiver de acordo com o grau de complexidade do teste.

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          Most cited references36

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          The prefrontal cortex: “Anatomy, physiology, and neuropsychology of the frontal lobe”.

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            Effect of literacy on neuropsychological test performance in nondemented, education-matched elders.

            The current investigation compared neuropsychological test performance among nondemented literate and illiterate elders. The sample included participants in an epidemiological study of normal aging and dementia in the Northern Manhattan community. All participants were diagnosed as nondemented by a neurologist, and did not have history of Parkinson's disease, stroke, or head injury. Literacy level was determined by self-report. MANOVAs revealed a significant overall effect for literacy status (literate vs. illiterate) on neuropsychological test performance when groups were matched on years of education. The overall effect of literacy status remained significant after restricting the analyses to elders with no formal education, and after controlling for the effects of language of test administration. Specifically, illiterates obtained lower scores on measures of naming, comprehension, verbal abstraction, orientation, and figure matching and recognition. However tests of verbal list delayed recall, nonverbal abstraction, and category fluency were unaffected by literacy status, suggesting that these measures can be used to accurately detect cognitive decline among illiterate elders in this sample. Differences in organization of visuospatial information, lack of previous exposure to stimuli, and difficulties with interpretation of the logical functions of language are possible factors that contribute to our findings.
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              Principles of behavioral and cognitive neurology.

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                Author and article information

                Journal
                Dement Neuropsychol
                Dement Neuropsychol
                dn
                Dementia & Neuropsychologia
                Associação de Neurologia Cognitiva e do Comportamento
                1980-5764
                Apr-Jun 2012
                Apr-Jun 2012
                : 6
                : 2
                : 91-96
                Affiliations
                [1 ]Behavioral Neurology Unit, Department of Neurology, Faculty of Medical Sciences, University of Pernambuco, Recife PE, Brazil.
                [2 ]Instituto Materno Infantil de Pernambuco (IMIP), Recife PE, Brazil.
                Author notes
                Paulo Roberto de Brito Marques. Rua Ana Angélica, 63 – 52010-230 Recife PE – Brazil. E-mail: institutopaulobrito@ 123456gmail.com
                Article
                10.1590/S1980-57642012DN06020005
                5619247
                49a5b915-2743-4f24-8e34-e912a60b22ab

                This is an Open Access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

                History
                : 26 November 2011
                : 02 February 2012
                Categories
                Original Articles

                visual reproduction,visual memory,schooling
                visual reproduction, visual memory, schooling

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