Educational status influences cognitive-motor learning in older adults: going to university provides greater protection against aging than going to high school
Document title: Educational status influences cognitive-motor learning in older adults: going to university provides greater protection against aging than going to high school
Journal: Arquivos de neuro-psiquiatria
Database: PERIÓDICA
System number: 000414349
ISSN: 0004-282X
Authors: 1
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Institutions: 1Universidade de Sao Paulo, Faculdade de Medicina, Sao Paulo. Brasil
Year:
Season: Dic
Volumen: 75
Number: 12
Pages: 843-849
Country: Brasil
Language: Inglés
Document type: Artículo
Approach: Experimental, analítico
English abstract Objective: To investigate if middle-aged and older adults with a higher education would differ from those with an average education in cognitive-motor tasks involving lower limb function. Methods: A walking version of the Trail Making Test (Walking Executive Function Task, [WEFT]) was used. Eighty volunteers (40: 50–65 years; 40: 66–80 years) were subdivided into average (6–11years of education) and higher education (12–17 years). They received two training sessions (session 1: eight repetitions, session 2: four repetitions), with a one week-interval between them. The Timed Up and Go (TUG) test was performed before and after the training. Results: Volunteers with an average education showed longer times on the WEFT than those with a higher education. Older adults showed lower retention than middle-aged adults (p < 0.001). The TUG was faster after the WEFT training (p < 0.001). Conclusion: The impact of education was observed when locomotion was associated with cognitive tasks. Average education resulted in poorer performance and learning than higher education, mainly in older adults. Gait speed increased after training
Portuguese abstract Objetivo: Investigar se adultos e idosos com escolaridade alta teriam aprendizagem diferente de adultos e idosos com escolaridade média em uma tarefa cognitivo-motora envolvendo função de membros inferiores. Método: A tarefa foi baseada no Trail Making Test (Tarefa de Deambulação Funcional, TDF). Oitenta voluntários (40:50–65 anos; 40:66–80 anos) foram subdivididos em escolaridade média (6–11 anos) e alta (12–17 anos) e realizaram duas sessões de treinamento (1: oito repetições, 2: quatro repetições), com intervalo de uma semana. O Timed Up and Go (TUG) foi realizado antes e após o treinamento. Resultados: Voluntários com escolaridade média levaram mais tempo para concluir a TDF do que voluntários com escolaridade alta (p < 0.001). Idosos apresentaram menor retenção do que adultos (p < 0.001). TUG foi mais rápido após o treinamento. Conclusão: O impacto da escolaridade foi observado quando a locomoção foi associada com tarefas cognitivas. Voluntários com escolaridade média apresentaram menor aprendizagem do que com escolaridade alta, principalmente idosos. A velocidade da marcha aumentou com o treinamento
Disciplines: Medicina
Keyword: Geriatría,
Neurología,
Cognición,
Envejecimiento,
Funciones ejecutivas,
Percepción visual,
Aprendizaje motor,
Escolaridad
Keyword: Medicine,
Geriatrics,
Neurology,
Cognition,
Aging,
Executive functions,
Visual perception,
Motor learning,
Schooling
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