SciELO - Scientific Electronic Library Online

 
vol.76 número2As relações entre memória episódica visual-espacial, velocidade de processamento e funções executivas são estáveis ao longo do ciclo vital?Tratamento farmacológico do traumatismo cranioencefálico: recomendações índice de autoresíndice de assuntospesquisa de artigos
Home Pagelista alfabética de periódicos  

Serviços Personalizados

Journal

Artigo

Indicadores

Links relacionados

Compartilhar


Arquivos de Neuro-Psiquiatria

versão impressa ISSN 0004-282Xversão On-line ISSN 1678-4227

Resumo

HUBNER, Lilian Cristine et al. Naming and verbal learning in adults with Alzheimer's disease, mild cognitive impairment and in healthy aging, with low educational levels. Arq. Neuro-Psiquiatr. [online]. 2018, vol.76, n.2, pp.93-99. ISSN 1678-4227.  https://doi.org/10.1590/0004-282x20170190.

Language assessment seems to be an effective tool to differentiate healthy and cognitively impaired aging groups. This article discusses the impact of educational level on a naming task, on a verbal learning with semantic cues task and on the MMSE in healthy aging adults at three educational levels (very low, low and high) as well as comparing two clinical groups of very low (0-3 years) and low education (4-7 years) patients with Alzheimer's disease (AD) and mild cognitive impairment (MCI) with healthy controls. The participants comprised 101 healthy controls, 17 patients with MCI and 19 with AD. Comparisons between the healthy groups showed an education effect on the MMSE, but not on naming and verbal learning. However, the clinical groups were differentiated in both the naming and verbal learning assessment. The results support the assumption that the verbal learning with semantic cues task is a valid tool to diagnose MCI and AD patients, with no influence from education.

Palavras-chave : verbal learning; Alzheimer's disease; cognitive disfunction.

        · resumo em Português     · texto em Inglês     · Inglês ( pdf )