SciELO - Scientific Electronic Library Online

 
vol.127 issue3xpression of estrogen and progesterone receptor genes in endometrium, myometrium and vagina of postmenopausal women treated with estriolGlomerular diseases in a Hispanic population: review of a regional renal biopsy database author indexsubject indexarticles search
Home Pagealphabetic serial listing  

Services on Demand

Journal

Article

Indicators

Related links

Share


Sao Paulo Medical Journal

Print version ISSN 1516-3180On-line version ISSN 1806-9460

Abstract

SOARES, Ellen Cristina Siqueira  and  ORTIZ, Karin Zazo. Influence of schooling on language abilities of adults without linguistic disorders. Sao Paulo Med. J. [online]. 2009, vol.127, n.3, pp.134-139. ISSN 1806-9460.  https://doi.org/10.1590/S1516-31802009000300005.

CONTEXT AND OBJECTIVE: In order to properly assess language, sociodemographic variables that can influence the linguistic performance of individuals with or without linguistic disorders need to be taken into account. The aim of this study was to evaluate the influence of schooling and age on the results from the Montreal Toulouse (Modified MT Beta-86) language assessment test among individuals without linguistic disorders. DESIGN AND SETTING: Cross-sectional study carried out between March 2006 and August 2007 in the Speech, Language and Hearing Pathology Department of Universidade Federal de São Paulo (Unifesp), São Paulo, Brazil. METHODS: Eighty volunteers were selected. Schooling was stratified into three bands: A (1-4 years), B (5-8 years) and C (nine years and over). The age range was from 17 to 80 years. All the subjects underwent the Montreal Toulouse (Modified MT Beta-86) language assessment protocol. RESULTS: Statistically significant differences were found in relation to schooling levels, in the tasks of oral comprehension, reading, graphical comprehension, naming, lexical availability, dictation, graphical naming of actions and number reading. Statistically significant age-related differences in dictation and lexical availability tasks were observed. CONCLUSIONS: The Montreal Toulouse (Modified MT Beta-86) test seems to be sensitive to variations in schooling and age. These variables should be taken into account when this test is used for assessing patients with brain damage.

Keywords : Language; Educational status; Language tests; Evaluation studies [Publication type]; Adult.

        · abstract in Portuguese     · text in English     · English ( pdf )

 

Creative Commons License All the contents of this journal, except where otherwise noted, is licensed under a Creative Commons Attribution License