Receptive vocabulary is superior to education level to account for Black and White neuropsychological performance discrepancies.

Goldstein, Felicia C.; Hanfelt, John J.; James, Taylor A.; Lah, James J.; Loring, David W.

Objective: To evaluate the impact of receptive vocabulary versus years of education on neuropsychological performance of Black and White older adults. Method: A community-based prospectively enrolled cohort (n = 1,007; 130 Black, 877 White) in the Emory Healthy Brain Study were administered the NIH Toolbox Picture Vocabulary Test and neuropsychological measures. Group differences were evaluated with age, sex, and education or age, sex, and Toolbox Vocabulary scores as covariates to determine whether performance differences between Black versus White participants were attenuated or eliminated. Results: With vocabulary as a covariate, the main effect of race was no longer significant for the MoCA, Phonemic Fluency, Rey Auditory Verbal Learning Test, and Rey Complex Figure Test immediate and delayed recall. Although still significantly different between groups, the effect sizes for Animal Fluency, Trails B-A, Symbol Digit Modalities Test, and Rey Copy were attenuated, with the greatest reductions occurring for the Multilingual Naming Test and Judgment of Line Orientation. Conclusions: Findings support the value of using receptive vocabulary as a proxy for premorbid ability level when comparing the cognitive performance of Black and White older adults. The results extend investigations using measures of single word reading to encompass measures assessing word meaning.

NATIONAL Institutes of Health (U.S.); NEUROPSYCHOLOGICAL tests; COGNITIVE ability; ABILITY testing; VERBAL learning; OLDER people

Journal of the International Neuropsychological Society, 2024, Vol 30, Issue 10, p998

1355-6177

Academic Journal

10.1017/S135561772400064X