Journal
JOURNAL OF THE INTERNATIONAL NEUROPSYCHOLOGICAL SOCIETY
Volume 15, Issue 4, Pages 580-589Publisher
CAMBRIDGE UNIV PRESS
DOI: 10.1017/S1355617709090821
Keywords
Reading; Income; Demographics; Ethnicity; Neuropsychological testing; Cognition
Categories
Funding
- Intramural NIH HHS [Z01 AG000194-01] Funding Source: Medline
Ask authors/readers for more resources
Previous research has shown that reading ability is a stronger predictor of cognitive functioning than years of education, particularly for African Americans. The current Study was designed to determine whether the relative influence of literacy and education on cognitive abilities varies as a function of race or socioeconomic status (SES). We examined the unique influence of education and reading scores on a range of cognitive tests in low- and higher-SES African Americans and Whites. Literacy significantly predicted scores on all but one cognitive measure in both African American groups and low-SES Whites, while education was not significantly associated with any cognitive measure. In Contrast, both education and reading scores predicted performance on many cognitive measures in higher-SES Whites. These findings provide further evidence that reading ability better predicts cognitive functioning than years of education and suggest that disadvantages associated with racial minority status and low SES affect the relative influence of literacy and years of education on cognition. (JINS, 2009, 15, 580-589.)
Authors
I am an author on this paper
Click your name to claim this paper and add it to your profile.
Reviews
Recommended
No Data Available