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Influence of Educational Background, Childhood Socioeconomic Environment, and Language Use on Cognition among Spanish-Speaking Latinos Living Near the US–Mexico Border
Journal of the International Neuropsychological Society ( IF 2.6 ) Pub Date : 2021-09-06 , DOI: 10.1017/s1355617721001028
Lily Kamalyan 1, 2 , Lesley A Guareña 1, 3 , Mirella Díaz-Santos 4 , Paola Suarez 4 , Mariana Cherner 1 , Marlen Y García Alcorn 5 , Anya Umlauf 1 , Donald R Franklin 1 , Monica Rivera Mindt 6 , Lidia Artiola I Fortuny 7 , Robert K Heaton 1 , María J Marquine 1, 3
Affiliation  

Objectives: We investigated the impact of culturally relevant social, educational, and language factors on cognitive test performance among Spanish speakers living near the US–Mexico border. Methods: Participants included 254 healthy native Spanish speakers from the Neuropsychological Norms for the US–Mexico Border Region in Spanish (NP-NUMBRS) project (Age: M = 37.3, SD = 10.4; Education: M = 10.7, SD = 4.3; 59% Female). A comprehensive neuropsychological battery was administered in Spanish. Individual test scaled scores and T-scores (based on region-specific norms adjusted for age, education, and sex) were averaged to create Global Mean Scaled and T-scores. Measures of culturally relevant factors included a self-reported indicator of educational quality/access (proportion of education in Spanish-speaking country, quality of school/classroom setting, stopped attending school to work), childhood socioeconomic environment (parental education, proportion of time living in Spanish-speaking country, childhood socioeconomic and health status, access to basic resources, work as a child), and Spanish/English language use and fluency. Results: Several culturally relevant variables were significantly associated with unadjusted Global Scaled Scores in univariable analyses. When using demographically adjusted T-scores, fewer culturally relevant characteristics were significant. In multivariable analyses, being bilingual (p = .04) and working as a child for one’s own benefit compared to not working as a child (p = .006) were significantly associated with higher Global Mean T-score, accounting for 9% of variance. Conclusions: Demographically adjusted normative data provide a useful tool for the identification of brain dysfunction, as these account for much of the variance of sociocultural factors on cognitive test performance. Yet, certain culturally relevant variables still contributed to cognitive test performance above and beyond basic demographics, warranting further investigation.

中文翻译:

教育背景、童年社会经济环境和语言使用对居住在美墨边境附近讲西班牙语的拉丁裔认知的影响

目标:我们调查了文化相关的社会、教育和语言因素对居住在美国-墨西哥边境附近的西班牙语使用者认知测试表现的影响。方法:参与者包括 254 名来自西班牙语美墨边境地区神经心理学规范 (NP-NUMBRS) 项目的以西班牙语为母语的健康人士(年龄:中号= 37.3,标清= 10.4;教育:中号= 10.7,标清= 4.3;59% 女性)。用西班牙语进行了全面的神经心理学电池测试。个人测试量表分数和时间-对分数(根据针对年龄、教育程度和性别进行调整的地区特定标准)进行平均,以创建全球平均尺度和时间-分数。文化相关因素的衡量包括自我报告的教育质量/机会指标(西班牙语国家的教育比例、学校/教室环境质量、停止上学上班)、儿童社会经济环境(父母教育、时间比例)生活在西班牙语国家、儿童社会经济和健康状况、基本资源的获取、儿童时期的工作)以及西班牙语/英语的使用和流利程度。结果:在单变量分析中,几个文化相关变量与未调整的总体评分显着相关。当使用人口统计调整时时间-分数,较少的文化相关特征是显着的。在多变量分析中,双语(p =.04) 与小时候不工作相比,为了自己的利益而工作(p= .006)与较高的全球平均值显着相关时间- 分数,占方差的 9%。结论:经过人口统计调整的规范数据为识别大脑功能障碍提供了有用的工具,因为这些数据解释了社会文化因素对认知测试表现的大部分差异。然而,某些与文化相关的变量仍然对认知测试的表现产生了超出基本人口统计特征的影响,值得进一步研究。
更新日期:2021-09-06
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