Distinct Patterns of Cognitive Aging Modified by Education Level and Gender among Adults with Limited or No Formal Education: A Normative Study of the Mini-Mental State Examination

2015 ◽  
Vol 49 (4) ◽  
pp. 961-969 ◽  
Author(s):  
Haiqun Xie ◽  
Chengguo Zhang ◽  
Yukai Wang ◽  
Shuyun Huang ◽  
Wei Cui ◽  
...  
Keyword(s):  
Mental State ◽  
Cognitive Aging ◽  
Formal Education ◽  
Mini Mental State Examination ◽  
Education Level ◽  
Normative Study ◽  
And Gender ◽  
State Examination

Normalisation du Mini-Mental State Examination (MMSE) chez les Québécois francophones âgés de 65 ans et plus et résidant dans la communauté

2009 ◽  
Vol 28 (4) ◽  
pp. 347-357 ◽  
Author(s):  
Carol Hudon ◽  
Olivier Potvin ◽  
Marie-Christine Turcotte ◽  
Catherine D’Anjou ◽  
Micheline Dubé ◽  
...  
Keyword(s):  
Older Adults ◽  
Mental State ◽  
Normative Data ◽  
Mini Mental State Examination ◽  
Education Level ◽  
Community Dwelling ◽  
Education Levels ◽  
French Speaking ◽  
And Gender ◽  
State Examination

ABSTRACTThis study was aimed at providing normative data for the Mini-Mental State Examination (MMSE). The norms were built from a sample (n = 2409) of community-dwelling French speaking residents from Québec aged 65 and older. The analyses indicated that socio-demographic variables such as education level, age, and gender of individuals influenced significantly the scores of older adults on the MMSE. More precisely, MMSE scores increased with education level and decreased with age. Moreover, women had significantly higher scores than men. On this basis, distinct tables of normative data were produced for women and men. In each table, the MMSE scores corresponding to percentiles 5, 10, 15 and 50 were identified according to four age categories and three education levels. Overall, the use of the present normative data by clinicians will improve their accuracy in detecting cognitive impairment in older adults from Québec.

scholarly journals The role of education in mini-mental state examination: a study in Northeast Brazil

2004 ◽  
Vol 62 (2a) ◽  
pp. 206-211 ◽  
Author(s):  
Paulo Roberto de Brito-Marques ◽  
José Eulálio Cabral-Filho
Keyword(s):  
Mental State ◽  
Formal Education ◽  
Mini Mental State Examination ◽  
False Negative ◽  
Low Education ◽  
Main Effects ◽  
State Examination ◽  
Better Than ◽  
Total Test

BACKGROUND: There is evidence that schooling can influence performance in cognitive assessement tests. In developing countries, formal education is limited for most people. The use of tests such as Mini-Mental State Examination (MMSE), could have an adverse effect on the evaluation of illiterate and low education individuals. OBJECTIVE: To propose a new version of MMSE as a screening test to assess Illiterate and low education people. METHOD: A study was carried out enrolling 232 individuals, aged 60 or more of low and middle socio-economic classes. Three groups were studied: Illiterate;1-4 schooling years; 5-8 schooling years. The new version (MMSEmo) consisted of modifications in copy and calculation items of the adapted MMSE (MMSEad) to Portuguese language. The maximum possible score was the same in the two versions: total, 30; copy, 1 and calculation, 5. RESULTS: In the total test score ANOVA detected main effects for education and test, as well as an interaction between these factors: higher schooling individuals performed better than lower schooling ones in both test versions; scores in MMSE-mo were higher than in MMSE-ad in every schooling group. CONCLUSION: Higher schooling levels improve the perfomance in both test versions, the copy and calculation items contributing to this improvement. This might depend on cultural factors. The use of MMSE-mo in illiterate and low school individuals could prevent false positive and false negative cognitive evaluations.

scholarly journals The effect of test anxiety on Mini Mental State Examination (MMSE): examining the role of age and basic biomarkers related to cognitive aging

2013 ◽  
Vol 6 ◽  
pp. 216
Author(s):  
Κρυσταλλένια Διμηνίδου ◽  
Δέσποινα Mωραΐτου ◽  
Γεωργία Παπαντωνίου
Keyword(s):  
Test Anxiety ◽  
Mental State ◽  
Cognitive Aging ◽  
Mini Mental State Examination ◽  
State Examination

Η παρούσα έρευνα αποσκοπούσε να εξετάσει την άμεση επίδραση του άγχους εξέτασης στη Δοκιμασία Σύντομης Γνωστικής Εκτίμησης (ΔΣΓΕ, MMSE Mini Mental State Examination), καθώς και την τυχόν έμμεση επίδραση της ηλικίας και βασικών βιοδεικτών που συνδέονται με το γνωστικό γήρας στη ΔΣΓΕ, μέσω του άγχους εξέτασης. Στην έρευνα συμμετείχαν 60 άτομα και των δύο φύλων, ηλικίας άνω των 55 ετών. Οι συμμετέχοντες κλήθηκαν να απαντήσουν αρχικά σε μια σειρά ερωτήσεων που αφορούσαν τα ατομικάδημογραφικά τους χαρακτηριστικά καθώς και το αν έχουν διαγνωστεί ή μη ως υπερτασικοί, υπερχοληστεριναιμικοί ή/και διαβητικοί. Στη συνέχεια, τους ζητήθηκε να απαντήσουν σε ερωτηματολόγιο σχετικό με το άγχος που γενικά νιώθουν πριν, κατά τη διάρκεια και μετά από μια εξέταση των γνωστικών τους ικανοτήτων. Οι γνωστικές τους ικανότητες εξετάστηκαν μέσω της ΔΣΓΕ. Η στατιστική ανάλυση των δεδομένων που συγκεντρώθηκαν, έδειξε ότι το άγχος εξέτασης επιδρά στην επίδοση στη ΔΣΓΕ. Ειδικότερα, βρέθηκε ότι από τις δύο βασικές διαστάσεις του άγχους εξέτασης μόνον η συναισθηματικότητα επιδρά άμεσα κι αρνητικά στην επίδοση στη ΔΣΓΕ, ενώ η ανησυχία όχι. Η ηλικία και ο βιοδείκτης «διαβήτης» φάνηκε ότι επιδρούν επίσης αρνητικά στην επίδοση στη ΔΣΓΕ. <br />στόσο η επίδρασή τους είναι μόνον άμεση και όχι έμμεση, μέσω του άγχους εξέτασης. Μάλιστα, ο διαβήτης επιδρά άμεσα τόσο στη ΔΣΓΕ όσο και στη συναισθηματικότητα, εξαλείφοντας την επίδραση της συναισθηματικότητας στη ΔΣΓΕ.

Mini-Mental State Examination: a normative study in Italian elderly population

1996 ◽  
Vol 3 (3) ◽  
pp. 198-202 ◽  
Author(s):  
E. Magni ◽  
G. Binetti ◽  
A. Bianchetti ◽  
R. Rozzini ◽  
M. Trabucchi
Keyword(s):  
Mental State ◽  
Elderly Population ◽  
Mini Mental State Examination ◽  
Normative Study ◽  
State Examination

scholarly journals Influence of age and scholing on the performance in a modified Mini-Mental State Examination version: a study in Brazil Northeast

2005 ◽  
Vol 63 (3a) ◽  
pp. 583-587 ◽  
Author(s):  
Paulo Roberto de Brito-Marques ◽  
José Eulálio Cabral-Filho
Keyword(s):  
Mental State ◽  
Formal Education ◽  
Mini Mental State Examination ◽  
Cognitive Tests ◽  
Old People ◽  
Age Classes ◽  
Formal Instruction ◽  
Educational Groups ◽  
Low Educated ◽  
State Examination

Performance in cognitive tests can be influenced by age and education level. In developing countries, formal education is limited for most people. Application of the Mini-Mental State Examination (MMSE) test, in its original version could have an adverse effect on the evaluation of low educated and elderly individuals. OBJECTIVE: To assess the cognitive performance of low and middle educated old people in a modified version of the adapted to portuguese language MMSE. METHOD: A study was carried out enrolling 253 individuals, aged 60 to 90 years included in different schooling levels. Four educational groups were studied: illiterate;1-4 schooling years; 5-8 schooling years and over 8 schooling years. Besides, the sample was also studied according to six classes: 60-65, 66-70, 71-75, 76-80, 81-85 and 86-90 years. The modified version (mo-MMSE) included modifications in copy and calculation items from the adapted MMSE (ad-MMSE) to Portuguese language. The maximum possible score was the same in the two versions: total, 30; copy, 1 and calculation, 5. RESULTS: mo-MMSE scores were significantly higher than ad-MMSE for every age classes. A negative correlation was observed between age and scores in individuals of 1-4 and in individuals over eight schooling years, both in ad-MMSE and mo-MMSE. However, there was not a significant correlation between age and scores in illiterate group and in individuals of 5-8 schooling years. CONCLUSION: The modification of copy and calculation items of ad-MMSE, are responsible by the best performance in mo-MMSE. Cultural background could have influenced this result. Individuals with more than eight years of formal instruction are protected against a reduction of their capacity to solve cognitive tests. However, low instructed individuals have not this capacity and so they present signals of intellectual aging before they become elderly people.

The mini‐mental state examination: Normative study of an Italian random sample

1993 ◽  
Vol 9 (2) ◽  
pp. 77-85 ◽  
Author(s):  
Giovanni Measso ◽  
Fabiano Cavarzeran ◽  
Giuseppe Zappalà ◽  
Barry D. Lebowitz ◽  
Thomas H. Crook ◽  
...  
Keyword(s):  
Random Sample ◽  
Mental State ◽  
Mini Mental State Examination ◽  
Normative Study ◽  
State Examination

scholarly journals Reliability and Validity of Rowland Universal Dementia Assessment Scale in Turkish Population

2018 ◽  
Vol 34 (1) ◽  
pp. 34-40 ◽  
Author(s):  
Gizem Ayan ◽  
Ceyda Afacan ◽  
Burc Cagrı Poyraz ◽  
Onur Bilgic ◽  
Suna Avci ◽  
...  
Keyword(s):  
Mental State ◽  
Mini Mental State Examination ◽  
Intraclass Correlation ◽  
Reliability And Validity ◽  
Educational Status ◽  
Turkish Population ◽  
Assessment Scale ◽  
And Gender ◽  
Test Retest Reliability ◽  
State Examination

Background: The aim is to validate Turkish version Rowland Universal Dementia Assessment Scale (RUDAS). Methods: One hundred forty patients (>65 years) were included. Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition -V was used in all patients. Rowland Universal Dementia Assessment Scale was applied for 2 days. Results were compared with Mini-Mental State Examination; reliability, validity, and statistical values were determined. Results: Time validity was verified. Mini-mental state examination was correlated 45.3% in control and 73% in dementia group. Factor weights varied between 0.44 and 0.81; factor construct was verified as 6-item scoring. When 25 was cutoff point, sensitivity was 92.86% and specificity was 92.86%. Content validity index was found to be 100% by 7 specialists. Cronbach α (0.692) and test–retest reliability (intraclass correlation = 0.987) were determined. Conclusion: Rowland Universal Dementia Assessment Scale (Turkish) is validated and verified as reliable. Test could be applied for 5 minutes approximately; results are not affected by educational status, immigrant status, and language used; however, age and gender have significant effect on results.

Score Disparity Between the MMSE and the SLUMS

2017 ◽  
Vol 32 (5) ◽  
pp. 282-288 ◽  
Author(s):  
Ann B. Yoelin ◽  
Nathan W. Saunders
Keyword(s):  
Older Adults ◽  
Formal Education ◽  
Mini Mental State Examination ◽  
Education Level ◽  
The Body ◽  
Continuous Measure ◽  
Body Of Knowledge ◽  
Significant Difference ◽  
Low Education ◽  
State Examination

Background: Multiple brief cognitive instruments are available to assess cognitive impairment in older adults. However, not all instruments demonstrate the same effectiveness when utilized with higher educated adults. This study evaluates the score disparity between the Mini-Mental State Examination (MMSE) and the St. Louis University Mental Status (SLUMS) Examination across the education spectrum. It was hypothesized that individuals with more years of formal education would produce higher scores on both the MMSE and SLUMS. Previous research was conducted to create a conversion scale used to compare and convert the MMSE scores to SLUMS scores. This research study provides additional data to add to the body of knowledge regarding a conversion scale for the MMSE and SLUMS. Methods: Seventy-five adults older than the age of 60 years were each administered the MMSE and SLUMS. Results: Contrary to our hypothesis, individuals with more years of formal education did not produce significantly greater scores on the MMSE or SLUMS. Likewise, education level analyzed as a continuous measure was not significantly correlated with the MMSE, r(75) = −0.191, or SLUMS, r(75) = 0.019. Interestingly, among participants with a high (but not low) education level, there was a marginal but significant difference in mean score between the MMSE (29.00 ± 1.47) and SLUMS (27.74 ± 3.08), t(64) = 3.70, P < .001. Conclusion: Other factors besides education may impact the performance of older adults on the MMSE and SLUMS, but it does appear that education level may moderate the score disparity between the 2 instruments. Additional studies are needed before using the MMSE to predict the score on the SLUMS and vice versa.

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