Language skills differences between adults without formal education and low formal education

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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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Most cited references 46

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"Mini-mental state". A practical method for grading the cognitive state of patients for the clinician.

M F Folstein, S Folstein, P R McHugh (1975)

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Global and regional burden of first-ever ischaemic and haemorrhagic stroke during 1990–2010: findings from the Global Burden of Disease Study 2010

Rita V Krishnamurthi, Valery L. Feigin, Mohammad Forouzanfar … (2013)

Summary Background The burden of ischaemic and haemorrhagic stroke varies between regions and over time. With differences in prognosis, prevalence of risk factors, and treatment strategies, knowledge of stroke pathological type is important for targeted region-specific health-care planning for stroke and could inform priorities for type-specific prevention strategies. We used data from the Global Burden of Diseases, Injuries, and Risk Factors Study 2010 (GBD 2010) to estimate the global and regional burden of first-ever ischaemic and haemorrhagic stroke during 1990–2010. Methods We searched Medline, Embase, LILACS, Scopus, PubMed, Science Direct, Global Health Database, the WHO library, and regional databases from 1990 to 2012 to identify relevant studies published between 1990 and 2010. We applied the GBD 2010 analytical technique (DisMod-MR) to calculate regional and country-specific estimates for ischaemic and haemorrhagic stroke incidence, mortality, mortality-to-incidence ratio, and disability-adjusted life-years (DALYs) lost, by age group (aged <75 years, ≥75 years, and in total) and country income level (high-income and low-income and middle-income) for 1990, 2005, and 2010. Findings We included 119 studies (58 from high-income countries and 61 from low-income and middle-income countries). Worldwide, the burden of ischaemic and haemorrhagic stroke increased significantly between 1990 and 2010 in terms of the absolute number of people with incident ischaemic and haemorrhagic stroke (37% and 47% increase, respectively), number of deaths (21% and 20% increase), and DALYs lost (18% and 14% increase). In the past two decades in high-income countries, incidence of ischaemic stroke reduced significantly by 13% (95% CI 6–18), mortality by 37% (19–39), DALYs lost by 34% (16–36), and mortality-to-incidence ratios by 21% (10–27). For haemorrhagic stroke, incidence reduced significantly by 19% (1–15), mortality by 38% (32–43), DALYs lost by 39% (32–44), and mortality-to-incidence ratios by 27% (19–35). By contrast, in low-income and middle-income countries, we noted a significant increase of 22% (5–30) in incidence of haemorrhagic stroke and a 6% (–7 to 18) non-significant increase in the incidence of ischaemic stroke. Mortality rates for ischaemic stroke fell by 14% (9–19), DALYs lost by 17% (–11 to 21%), and mortality-to-incidence ratios by 16% (–12 to 22). For haemorrhagic stroke in low-income and middle-income countries, mortality rates reduced by 23% (–18 to 25%), DALYs lost by 25% (–21 to 28), and mortality-to-incidence ratios by 36% (–34 to 28). Interpretation Although age-standardised mortality rates for ischaemic and haemorrhagic stroke have decreased in the past two decades, the absolute number of people who have these stroke types annually, and the number with related deaths and DALYs lost, is increasing, with most of the burden in low-income and middle-income countries. Further study is needed in these countries to identify which subgroups of the population are at greatest risk and who could be targeted for preventive efforts.

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Mental models in narrative comprehension.

Benjamin Morrow, Anthony G. Bower (1990)

Readers of stories construct mental models of the situation and characters described. They infer causal connections relating characters' actions to their goals. They also focus attention on characters' movements, thereby activating nearby parts of the mental model. This activation is revealed in readers' faster answering of questions about such parts, with less facilitation the greater their distance from the focus. Recently visited as well as imagined locations are also activated for several seconds. These patterns of temporary activation facilitate comprehension.

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Author and article information

Contributors

Ariane Pereira:

ORCID: http://orcid.org/0000-0002-5262-4187

fono.arianepereira@gmail.com

Karin Zazo Ortiz:

ORCID: https://orcid.org/0000-0002-0796-3948

karin.ortiz@unifesp.br

Journal

Journal ID (nlm-ta): Psicol Reflex Crit

Journal ID (iso-abbrev): Psicol Reflex Crit

Title: Psicologia, Reflexão e Crítica : revista semestral do Departamento de Psicologia da UFRGS

Publisher: Springer International Publishing (Cham )

ISSN (Print): 0102-7972

ISSN (Electronic): 1678-7153

Publication date (Electronic): 4 January 2022

Publication date PMC-release: 4 January 2022

Publication date Collection: December 2022

Volume: 35

Electronic Location Identifier: 4

Affiliations

GRID grid.411249.b, ISNI 0000 0001 0514 7202, Department of Speech, Language and Hearing Sciences, , Universidade Federal de São Paulo (UNIFESP), ; Rua Botucatu, São Paulo, 802 Brazil

Author information

Ariane Pereira http://orcid.org/0000-0002-5262-4187

Karin Zazo Ortiz https://orcid.org/0000-0002-0796-3948

Article

Publisher ID: 205

DOI: 10.1186/s41155-021-00205-9

PMC ID: 8727659

PubMed ID: 34982275

SO-VID: 93b690be-ea40-4a7b-a12e-6dbca92f3e37

License:

Open AccessThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.

History

Date received : 26 March 2021

Date accepted : 10 December 2021

Funding

Funded by: FundRef http://dx.doi.org/10.13039/501100001807, Fundação de Amparo à Pesquisa do Estado de São Paulo;

Award ID: 2017/22104-3

Custom metadata

Keywords: language,educational status,neuropsychological tests,language disorders,aphasia

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Keywords: language, educational status, neuropsychological tests, language disorders, aphasia

Language skills differences between adults without formal education and low formal education

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Most cited references 46

"Mini-mental state". A practical method for grading the cognitive state of patients for the clinician.

Global and regional burden of first-ever ischaemic and haemorrhagic stroke during 1990–2010: findings from the Global Burden of Disease Study 2010

Mental models in narrative comprehension.

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